Mathematics Performance Research Articles

Electronic Game Based Learning: An Interactive Tool to Enhance Students’ Performance in General Mathematics

This paper aims to determine the performance of Grade 11 TVL students in General Mathematics through the use of Electronic Game Based Learning as an interactive tool. The researcher hopes to delineate the ways on how to bridge the learning gaps experienced by the TVL students and General Mathematics. Using the descriptive method of research with the questionnaire as the main tool in gathering the data, it is thought to be the most suitable for the purpose of showing evidence concerning the existing current condition by describing the responses of the subject under the study. The result reveals that TVL students found Functions and their graphs as the most difficult component of the learning competencies in General Mathematics. The result suggests that effective implementation of the Game Based Learning will enhance the performance of Grade 11 students in the different learning competencies in General Mathematics. Furthermore, the research serves as a reflective reference among SHS teachers to constantly re-evaluate and assess the performance of the TVL students in General Mathematics.

Enhancing mathematical learning outcomes through a low-cost single-channel BCI system.

This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings.

Effect of Project Based Learning Method on Students ‘Academic Performance in Mathematics Subject in Rwanda

Purpose: The purpose of this study was to evaluate the effect of project-based learning (PBL) on students’ academic performance in mathematics at TTC Muhanga, located in Muhanga District, Southern Province. Methodology: A descriptive research design was employed, involving 889 participants, including 273 student teachers, 23 teachers, 1 dean, and 1 principal. The study ensured reliability through test-retest and Cronbach’s alpha methods, while content validity was assessed using the Content Validity Index (CVI). Data were gathered through questionnaires and interviews and analyzed using SPSS. Findings: The findings reveal a generally positive perception of PBL practices. Collaborative projects were particularly well received, with 73.9% of teachers agreeing that they enhance communication (mean score: 4.61). Hands-on activities were also endorsed by 69.56% of participants (mean score: 4.48), while technology integration received less consensus, with 60.87% agreeing on its effectiveness (mean score: 4.30). Reflection and presentation skills were highlighted as especially impactful, with 78.26% of respondents strongly agreeing (mean score: 4.65). The study further demonstrates that both collaboration (r = .904, β = .500) and technology use (r = .677, β = .553) significantly contribute to increased student engagement and improved academic performance. Unique Contribution to Theory, Practice and Policy: Based on these findings, the study recommends enhancing technology integration within PBL, promoting continuous professional development for teachers, emphasizing the importance of collaboration in PBL activities, and increasing opportunities for students to engage in reflection and develop presentation skills.

A Meta-Analysis of the Effectiveness of Video-Based Instruction on Students’ Academic Performance in Science and Mathematics

Video-based instruction has been a necessary part of teaching and learning in 21st-century education. However, as video-based instruction continues to evolve, evaluating its effectiveness in improving students’ performance in various disciplines is deemed necessary. This study analyzed empirical research on the effectiveness of video-based instruction in improving students' performance in Science and Mathematics. The study filtered 4,874 research articles gathered using various meta-search engines. Using the inclusion and exclusion criteria set, only 14 research articles conducted from 2019 to 2023 qualified for this meta-analysis with a classic fail-safe N analysis value of 2627, p0.001, obtaining non-susceptible to publication bias. The Jamovi software version 2.4 was used in determining the effect size (Hedge’s g), the forest plot, and the funnel plot analysis of the gathered data. The collected studies showed that video-based instructions were utilized in the primary (n=355), secondary (n=611), and tertiary (n=72) level education in various topics of Science and Mathematics subjects. The analysis of the k=14 empirical studies obtained from 2019 to 2023 denotes a large-positive effect of video-based instruction in Science (k=7), g = 2.28, and Mathematics (k=7), g=1.79, subjects with an average effect size of g=2.03 (95% CI: 1.2991 to 2.7657).

Natural Disasters as a Maternal Prenatal Stressor and Children’s Neurodevelopment: A Systematic Review

The intrauterine period is a time of high sensitivity in the development of the embryo and the fetus. Therefore, low levels of maternal stress are closely associated with healthy brain development in the neonatal and early childhood periods. There is increasing evidence linking natural disasters as prenatal maternal stress (PNMS) to neurodevelopmental disorders (including subclinical manifestations). Natural disasters involve many factors in addition to the trauma they cause, including loss and the physical and psychosocial difficulties that result from that trauma. This review article aims to bring together research findings on the neurodevelopmental effects of natural disasters on children as PNMS. It also looks at how factors such as gestational age and gender contribute to these effects. We conducted a systematic review on PubMed, Web of Science, and Scopus, with 30 studies meting the inclusion criteria. This systematic review was conducted in accordance with the PRISMA guidelines. A total of 1,327,886 mother–child dyads participated in the included studies. The results of the studies indicate that natural disasters have a negative impact on children’s outcomes in terms of cognitive development, language development, autism/autism-like features, motor skills, performance in mathematics, mental development, sleep, attention, behavioral and emotional problems, and various psychiatric comorbidities.

Factors Influencing Business Students’ Effort When Studying Mathematics

Each student’s effort is an important factor in achievement. Mathematics is an important subject for business students since there is a strong connection between performance in mathematics and success in business courses. The purpose of this paper is to identify the factors influencing a student’s choice of how much effort to put into studying business mathematics by questioning 273 students from two business schools in Norway. There is a considerable variation in the study time. By using a linear regression model, we identify the variables linked to effort. Females, and those who have higher enjoyment of mathematics, exert higher effort in business mathematics. Those with a strong background in mathematics from high school and students with parents who have higher education exert less effort in business mathematics. The attitudes toward mathematics do not seem to considerably affect effort.

The Impact of Introducing Scientific Calculators to Junior High School Graduates on Their Academic Performance in Mathematics

Scientific calculators are commonly and widely used tools in senior high schools, offering students the ability to perform mathematical calculations faster and more efficiently. This study aimed to investigate the Impact of Scientific Calculators usage on Junior High School graduates Performance in Mathematics. The study was purely quantitative hence data was collected through survey questionnaires and a mathematics achievement test. The study's accessible population size and sample size consisted of 280 and 162 respectively. The sample of 162 students was selected using a systematic random sampling method. Data collected were analysed using descriptive statistics, a simple linear regression model, and a paired sample t-test. The study found a significant difference in students' test scores before and after the use of scientific calculators, t (162) = 17.199, p < .001, leading to a rejection of the null hypothesis. Additionally, a significant correlation was found between calculator usage and students' achievement test scores, F (162) = 24.614; p < .001. Based on these findings, the study recommended that the Ghana Education Service consider allowing and granting permission to schools to incorporate the use of scientific calculators into the teaching and learning of mathematics at the junior high level. This would enhance students' mathematics learning and academic performance. Furthermore, teachers at the senior high school level should introduce enrolled junior high school graduates in Form One to the proper and efficient use of scientific calculators. Students should be taught how to use calculators to solve simple mathematical questions, which would facilitate effective teaching and learning of mathematics

Cognitive, affective and sociological predictors of school performance in mathematics

Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study

This qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two inclusive secondary schools in the northern part of Namibia. The study qualitative study utilised open-ended questionnaires and interviews. Verbatim quotes from the research participants were used as inferences to identify descriptors within the first-generation Cultural Historical Activity Theory, which served as a theoretical and analytical tool. The findings revealed that the activity system of learners with visual and hearing impairments exhibited tensions that negatively affected their performance in mathematics. Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers' lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. The authors emphasise the critical importance of addressing communication barriers and adapting teaching practices to support the learning and inclusion of visually and hearing-impaired learners in mathematics, with an emphasis on mathematical language that promotes a better understanding of mathematical concepts. Teacher training should also incorporate responsive pedagogy to enhance outcomes and foster a more inclusive learning environment that promotes academic success and positive social experiences for all learners. Recommendations at a policy level, including advocating for a decolonised curriculum were made.

Critical thinking disposition and learning approach as predictors of mathematics performance

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40- item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education.

Mathematical Skills and General Mathematics Performance of Grade 11 Students in a Public National High School in Southern Negros Occidental, Philippines

Mathematical skills are essential tools that form the foundation for understanding complex concepts in mathematics relevant to our daily lives. General Mathematics is considered a core subject in the senior high school curriculum. This study investigated the mathematical skills and General Mathematics performance of Grade 11 students at a public National High School in southern Negros Occidental, Philippines. Researchers analyzed the relationship between these skills and academic performance, considering potential differences between sexes and academic strands. Using statistical methods like the Kruskal-Wallis test and Spearman's correlation, the study found students demonstrated approaching proficient mathematical skills but only developing-level General Mathematics performance. Significant differences in verbal skills were observed between academic strands, while nonverbal skills varied by both sex and strand. Crucially, a strong correlation emerged between mathematical skills and overall performance in General Mathematics.

Using Learning Progress Monitoring to Promote Academic Performance? A Meta-Analysis of the Effectiveness

Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (g = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.

Factors Affecting Quality of Performance of Mathematics by Senior Secondary Students in Somalia. “A case – study Mogadishu – Secondary Schools”

Factors Affecting Quality of Performance of Mathematics by Senior Secondary Students in Somalia. “A case – study Mogadishu – Secondary Schools”

USE OF ENGLISH LANGUAGE PROFICIENCY IN TEACHING AND LEARNING ON STUDENTS PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS OF RWANDA

This study explored the impact of English language proficiency on students performance in Mathematics in Kirehe Districts public secondary schools. It aims to assess students English skills in math classes, identify challenges stemming from language barriers, and determine the correlation between English proficiency and math performance. The research involved 336 students, from which 183 respondents, including head teachers, teachers, and students from four schools, were selected through purposive and random sampling methods. A descriptive research design using both quantitative and qualitative approaches was adopted, with data collected via questionnaires, interviews, and observations, then analyzed using SPSS version 21. Findings revealed that 76.5% of students understood basic math terms in English, while 89.7% felt confident discussing challenges in math. However, 81.8% struggled with complex instructions due to unfamiliar vocabulary. Anxiety about using English was noted by 86.8% of students, and 94.1% reported difficulties with lengthy word problems. The study found a significant correlation between teachers English skills and student performance, participation, and learning independence. Recommendations include prioritizing access to English resources, providing teacher incentives for language skill enhancement, and using clear, concise language in instruction. Further research on the relationship between English proficiency and students attitudes toward Mathematics is suggested.

Explicit Instruction in Teaching General Mathematics and the Application of Concrete – Pictorial-Abstract Approach

This study determined the performance of grade 11 senior high school students using explicit instruction in teaching General Mathematics and the application of concrete – pictorial-abstract approach during the school year 2022-2023. The study utilized the quasi-experimental research design employing pretest and posttest in general mathematics during the second grading period. The participants of this study were 45 Grade 11 students of ICT B and 42 students of ICT C under TVL – Strand. Purposive sampling technique was utilized in determining the samples of the study. The findings revealed that Grade 11 students had very poor performance in general mathematics, but that performance improved when the teachers gave explicit instructions and employed the concrete-pictorial-abstract approach. Grade 11 students in the control and experimental groups increased their mean gain scores, which proved that explicit instructions and application of the concrete-pictorial-abstract approach were effective in teaching General Mathematics. It is highly recommended that teachers are advised to apply their learnings in teaching General Mathematics to Grade 11 senior high school students using explicit instruction and a concrete-pictorial-abstract approach in order to demonstrate a commitment to improving existing practices and ultimately enhancing the learning outcomes of the students.

Correlation between Civil Engineering Student’s Performance in Mathematics and Academic Success

This research aims to examine the widely accepted paradigm that proficiency in mathematics significantly influences the academic success of Civil Engineering students. Using data from 119 students of the 2018 and 2019 cohorts at Universitas Mercu Buana, the study analyzes the correlation between their performance in Mathematics courses (Mathematics 1, 2, and 3) and their academic success, as measured by timely graduation and GPA. The data were processed using the Spearman correlation method, given its non-normal distribution as determined by Kolmogorov-Smirnov and Shapiro-Wilk tests. The results indicate a significant positive correlation (r = 0.313, p = 0.001) between mathematical performance and academic success, with students achieving higher mathematics scores more likely to graduate on time. These findings suggest that while mathematical ability is a critical factor in academic success, other elements such as motivation, teaching methods, and external support should also be considered in improving student outcomes.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Implementation of Itinerant Classrooms as an Educational Strategy for Pedagogical Knowledge Recovery in Basic Education Students

The global COVID-19 pandemic resulted in academic setbacks due to the loss of learning, the effects of which began to become evident during the progressive return to in-person classes, highlighting the need to work on re-education processes. This study examines the effectiveness of itinerant classrooms in facilitating learning recovery among Basic Education students following the impact of the COVID-19 pandemic. A pedagogical support intervention was implemented for 304 students across educational institutions nationwide. A quasi-experimental design with a quantitative approach was employed, utilizing pre-test and post-test assessments to evaluate mathematics performance. The results demonstrated a significant improvement in student grades after the intervention, with the complete elimination of scores in the lower range. These findings underscore the effectiveness of itinerant classrooms as a mobile educational strategy that addresses the needs of students in marginalized communities. The research highlights the importance of an inclusive approach to pedagogical recovery, promoting collaboration among educators, psychologists, and families to comprehensively address academic underachievement.

Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Empowering Discovery Learning and Direct Instruction with Computer-Assisted to Enhance Mathematical Performance

In the current educational context, the low academic performance of students in mathematics indicates the need for the implementation of more effective teaching methods to support the understanding of complex concepts. The effectiveness of learning can be enhanced through computer-assisted instruction, particularly in discovery learning (DL-CA) and direct instruction (DI-CA) utilizing web-based media. This study employs a quantitative approach with statistical analysis to examine the significant impact of these teaching methods on students' mathematical performance. Discovery learning and direct instruction were applied to two groups studying numerical methods, focusing on the topic of nonlinear equation solutions using the bisection method, with each group consisting of 33 students. The statistical test results indicated that there was no significant difference in mathematical performance between the DL-CA and DI-CA groups; both methods showed comparable effectiveness. However, both methods had a significant effect on the N-Gain of the learning outcomes in both groups. The improvement in mathematical performance for the DL-CA group was better than that for the DI-CA group, with more students showing high improvement (11 students) compared to the DI-CA group (1 student). Additionally, in the low improvement category, the DL-CA group had fewer students (2 students) than the DI-CA group (8 students). This suggests that both discovery learning and direct instruction have almost equivalent reliability in achieving students' mathematical abilities, but DL-CA is more effective in enhancing performance compared to DI-CA.