Mathematics Performance Research Articles

Factors Affecting Mathematics Performance: Basis for an Intervention Plan

Mathematics, being a highly advanced field of Science, is closely linked to success in modern society as it is considered a necessary skill. This study sought to determine the extent to which attitudes, parental influence, and self-efficacy are factors that affect learners' performance in Mathematics; to detect learners' Mathematics performance throughout the First Quarter of the School Year 2023 - 2024; to determine the significance of the relationships between factors affecting performance in Mathematics and learners’ First Quarter Mathematics performance of the School Year 2023 -2024; and to find out which of the independent variable/s singly or in combination best predict/s performance in Mathematics; and also to create an intervention plan based on the study's findings. There were one hundred seventy-six (176) Grade 6 learners from the District of Laguindingan schools, Division of Misamis Oriental that participated in the survey. The instrument used was adapted and modified from Peteros et al. (2019), Silao (2018), and Dagdag et al. (2020). The data gathered were analyzed using frequency, percentage, mean, standard deviation, Pearson Moment Correlation, and multiple regression analysis. The findings of the study showed that attitude toward Mathematics is the best indicator of Mathematics performance. The researcher recommends that the DepEd officials, administrators, parents, and stakeholders work together to deal with learners' Mathematics performance. Teachers may conduct parent workshops or training sessions and counseling on how to set realistic, achievable goals based on the child's capabilities.

The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China

The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: “Novice - indifferent,” “Veteran - average,” “Novice - low evaluating,” “Veteran - skilled,” “Novice - mixed,” and “Novice - arbitrary.” (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of “Veteran - skilled” and “Novice - mixed” students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.

The Impact of Indigenized Practical Tasks to Higaonon Students’ Learning Behavior and Mathematics Performance: A Case Study

The Impact of Indigenized Practical Tasks to Higaonon Students’ Learning Behavior and Mathematics Performance: A Case Study

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

Within the dynamic realm of competency-based education, the establishment of meaningful and engaging learning environments is crucial. Consequently, there has been an increasing scholarly interest in exploring the utilization of games in teaching and learning. However, most games in recent research aim to engage students in practice-and-drill activities. Our research focuses on the application of manually designed learning games, based on the Experiential Learning Theory, within a primary school in Ho Chi Minh City, involving 208 third-grade students. Using a quasi-experimental design with a pre-post intervention evaluation, the study aims to assess the impact of these games on students' academic performance in mathematics and their motivation towards the subject. The findings, derived from quantitative data analysis, reveal significant improvements in both academic performance and motivation post-intervention. This research contributes to the growing body of knowledge on gamified learning and offers practical methods to integrate student engagement. It underscores the value of well-structured, theoretically grounded learning games as an effective tool in modern educational practices, especially for complex subjects like mathematics at the elementary level.

Mathematics Teachers Instructional Competence, Learner- Related Factors In Relation To The Academic Performance In Mathematics 6

Mathematics Teachers Instructional Competence, Learner- Related Factors In Relation To The Academic Performance In Mathematics 6

The relation between number line performance and mathematics outcomes: Two meta-analyses.

Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be overestimated because general cognitive ability has not been fully controlled in prior studies. The first of two meta-analyses (162 studies, 33,101 participants) confirmed a relation between performance on whole number (r = 0.33) and fractions number (r = 0.41) lines and overall mathematics performance. These relations were generally consistent across content domains (e.g., algebra and computation) and other moderators. The second (71 studies, 14,543 participants) used meta-analytic structural equation modeling to confirm these relations while controlling general cognitive ability (defined by IQ and working memory measures) and, in one analysis, general mathematics competence. The relation between number line performance and general mathematics competence remained significant but reduced (β = 0.13). Controlling general cognitive ability, whole number line performance consistently predicted competence with fractions but not performance on numeracy or computations measures. The results suggest an understanding of the magnitudes represented by whole numbers might be particularly important for students' fractions learning. RESEARCH HIGHLIGHTS: Two meta-analyses examined the link between the number line and mathematics performance. The first revealed significant relations across domains (e.g., algebra and computation). The second controlled for general cognitive ability and resulted in reduced but still significant relations. The relation between number line and fractions performance was stronger than relations to other domains.

Impact of Female Peer Composition on Gender Norm Perceptions in Secondary School in Uruguay

Gender norms affect girls’ educational achievements. Yet, how norms are formed and what drives their changes are still open questions. This article examines peer effects on students’ gender norm perceptions and skills formation. The study uses a Uruguayan nationally representative survey of ninth grade students and exploits the quasi-random variation in the proportion of female peers across classes within schools for causal identification. Results show that a higher exposure to female peers leads to more progressive gender norms. Furthermore, these effects are driven mostly by male students. Female students are also impacted by peers’ gender composition and significantly reduce the time devoted to domestic work and improve mathematics scores when exposed to more female peers. No effects on language test were found for either gender. These results suggest that short peer interactions in secondary school contexts may have substantial effects on reducing gender stereotypes and change gendered behaviors among students. HIGHLIGHTS In Uruguay, higher exposure to female peers in the class leads to more progressive gender perceptions by male students. Class sex composition also reduces time devoted to domestic work and improves mathematics performance of female students. Even one-year peer interactions in secondary school may have substantial effects on increasing gender-egalitarian attitudes and behaviors.

The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest

The current study aimed to determine the impact of using technology in mathematics teaching and learning on the mathematics performance of students as mediated by students’ interest in mathematics. Simple random sampling techniques were used to sample 216 students from the three selected SHS in Kumasi, Ghana. A structured questionnaire was used as an instrument for data collection since the study is purely quantitative. Amos (ver. 23) was used to analyze the structural paths of the study. The results from the analysis reveal that the impact of technology on mathematics performance was positive and significant, and the impact of mathematics interest on mathematics performance was positive and significant. Also, the impact of technology on mathematics interest was positive and significant. Finally, the connection between employing technology in mathematics teaching and learning and students' performance in mathematics is somewhat mediated by students' interest in mathematics, and this relationship is statistically significant. The Ghana Education Service and the Ministry of Education were further advised by the study to incorporate technology into mathematics instruction and learning to boost senior high school students' interest and performance in the subject.

Common Teaching Strategies of Mathematics Teachers and Learning Achievement of High School Students at Tacurong National High School

Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.

Assessing the effectiveness of remedial strategies on senior one student's academic performance in mathematics and sciences

The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.

A generalized mathematical modeling and performance analysis of GaAs, m-Si and Ge single - junction solar PV cells

Earlier theoretical approaches have analyzed the performance of semiconductor materials for the influence of temperature and band gap which is implemented in solar photovoltaic systems. This paper investigates the detailed mathematical analysis of single junction semiconductor materials such as Gallium Arsenide (GaAs), mono-crystalline Silicon (m-Si) and Germanium (Ge) solar cells parameters namely, Band gap (Eg), reverse saturation current (Io), shunt resistance (Rsh), Short circuit current (Isc), open circuit voltage (Voc), Fill factor (FF), Maximum Power (Pmax) and Efficiency (Ƞ) for temperature ranging from 273K (≈0°C) to 373K (≈100°C). The optimized cell parameters values are obtained under Air Mass 1.5 Global spectrum (Area = 100cm2 and Irradiance = 100 mW/cm2 for the semiconductor materials (GaAs, m-Si and Ge)) at 300K (≈25°C) are compared to identify the higher efficiency and open circuit voltage. Among the semiconductor materials, the single junction GaAs compound semiconductor material is identified with better efficiency and optimized open circuit voltage. A generalized mathematical model of semiconductor materials is developed using single diode equivalent circuit model under SIMULINK platform and it is used to observe the effect of different temperature, irradiance levels, series resistance and shunt resistance values on the performance of solar cells. The discussion is extended for a 2KW PV array for the semiconductor materials (GaAs, m-Si and Ge) under different temperature and irradiance levels. Evaluating the performance of a PV array, rather than individual cells, provides a more comprehensive understanding of how the chosen semiconductor materials function as part of a larger solar energy system.

Mathematical Analysis and Performance Evaluation of the Cell-Free mMIMO Networks Based on Cognitive IRSs

Mathematical Analysis and Performance Evaluation of the Cell-Free mMIMO Networks Based on Cognitive IRSs

Compensatory advantage and inequality in educational aspirations

Using two administrative and survey-based datasets from Hungary, I look at how children from different socioeconomic backgrounds update their educational aspirations in response to having to repeat a grade late in primary school. I find that grade retention is detrimental to aspirations and later secondary school track choice, and on average, it affects children of lower socioeconomic backgrounds more adversely. The average effect masks heterogeneities by the reasons for repeating: those children who are likely to repeat seventh grade due to poor mathematics performance do not change their aspirations significantly after retention, regardless of their socioeconomic background. However, they are less likely to attend a secondary school track that provides access to tertiary education. As we move towards higher performers in mathematics – and consequently, more heterogeneous reasons for repeating –, retention results in a larger drop in aspirations and the probability of a secondary track ending with a high school diploma. In both outcomes, high socioeconomic status largely and, in some cases, entirely offsets the adverse effects.

Analysing Mathematics Performance in Tanzanian Primary Schools through the Lens of Candidate Items Response Analysis Reports

Analysing Mathematics Performance in Tanzanian Primary Schools through the Lens of Candidate Items Response Analysis Reports

Math Anxiety and Development of an Instructional Material to Improve Performance in Mathematics

In the quest to improve mathematics proficiency, it is worthwhile to emphasize not only enhancing instructional strategies but also developing a positive attitude towards mathematics. One of the things that hinder students’ performance is math anxiety, which interferes with cognitive and learning processes. This research determined the level and causes of math anxiety among students and developed an instructional material to improve their performance in mathematics. The study is an educational design research (EDR). Data on the levels of math anxiety were gathered from 307 Mathematics students, and the causes were examined through focus group discussions with 50 students and 4 mathematics specialists. Using this data, an instructional material was developed and pilot implemented in a mathematics class of forty- two (42) students. Findings revealed that 80.13% of the student- respondents had Average to High Math Anxiety. The causes of math anxiety were mainly negative experiences such as past failures, pressure to find the correct answers, embarrassment in front of peers, and strict teachers. Instructional materials that reduce math anxiety are easy to understand, contain varied activities, and incorporate additional online resources. Analysis of paired samples t-test conducted using SPSS resulted to a t-value of -12.513 and a p-value of 0.000, revealing that the instructional material significantly lowered math anxiety and improved the student’s performance in mathematics. It is recommended that universities expand guidance and counseling services to recognize math anxiety as an integral factor in students’ mental health and conduct a review of the mathematics instructional materials to evaluate their adequacy in lowering the math anxiety.

Integration of Gamification in Teaching and Students’ Academic Performance: Basis for Action Plan

Gamification has been noted to be very helpful to learners in increasing their collaboration, motivation, interest, engagement, and teamwork in the classrooms. This is the reason that this work was conducted to determine the extent of the integration of gamification in teaching as a step to help address the alarming performance of the learners in the international and local examinations. Using the descriptive-correlational research design with use of a survey questionnaire as the main data gathering tool, this work was implemented to junior high school science and mathematics teachers in the districts of Guinsiliban, Sagay and Catarman. Appropriate statistical tools were used to analyze the data to answer the inquiries of the study. Results showed that most of the respondents in science and mathematics were females, and majority of them were in Teacher I position, on the age group of 20 to 40, served for at most 10 years, proceeded to graduate studies, and specialized in science education. The respondents had moderately integrated gamification in teaching science and mathematics. While the learners of the respondents had a very satisfactory performance in science and mathematics. Demographic variables like sex, age, educational attainment, number of years of teaching, field of specialization, and teaching position did not influence the extent of integration of gamification in teaching. The study also found a positive, low correlation but significant relationship between the extent of integration of gamification and the academic performance of the learners. Lack of gadgets like laptops and computers, internet connection, lack of access to online game-based platforms, computer literacy of teachers, and time management were the most common challenges in the integration of gamification in the learning sessions of science and mathematics. The researcher recommended that future researchers may replicate this study in schools where gadgets and internet connection are available.

Electronic Math Problems Analyses and Mastery of Operations, Rules, and Expressions (E-Math Pa More) on the Performance of Grade 9 Students

This study sought to assess the effectiveness of Electronic Math Problems Analyses and Mastery of Operations, Rules, and Expressions (e-MATH PA MORE) as digital learning material in the performance of Grade 9 students of Libagon National High School in Math for the School Year 2022-2023. In order to collect data from the students, this study used a two-group quasi-experimental design including pretest and posttest. The study involved the participation of seventy (70) Grade 9 pupils. One of the two sections, each with 35 pupils, acted as the control group, while the other was the experimental group. To determine the study's findings, the data were statistically treated using inferential statistics, specifically T-test (paired and independent), mean and standard deviation, frequency, and percentage. Based on the study's findings, it is possible to infer that both e-Math PA MORE and the traditional style of teaching are effective in teaching Mathematics. However, a greater improvement in Mathematics performance was noticed in the class when e-Math PA MORE was used, indicating that it is more successful than the old method. Hence, e-Math PA MORE offers learning experiences to aid in the formation of knowledge, particularly in mathematics. Furthermore, teachers should be properly equipped with the information and abilities necessary to create e-Math PA MORE. It is recommended that further studies should be conducted to continually improve the utilization of e-Math PA MORE, accentuating on teachers’ preparedness and attitude.

How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements

Few scholarly studies have examined gender gaps vis-à-vis various types of mathematical problems by controlling for individual factors (e.g., general intelligence and self-regulated learning [SRL]) and social factors (e.g., the school’s socioeconomic status [SES]) among elementary school students, as addressed in this study. Achievements on three types of mathematical tasks (operations with numbers, geometry, and word problems) and general intelligence scores were obtained from elementary school students. Information regarding students’ SRL was obtained from a rating scale designed for the teachers. Results showed that boys’ achievements were significantly higher in word problem-solving and geometry tests but not in operation with numbers tests. The results concerning word problems suggest that the effect of the school’s SES level on the gender gap decreased in accordance with the increase in the school’s SES level. The significant interaction between gender and SRL indicated that the effect of students’ SRL level on the gender difference in the students’ performance on the geometry test increased in accordance with the increase in the SRL level. General intelligence contributed to individual differences in word problems and geometry, but not on operations with numbers. The analyses showed that SRL contributed to mathematical performance in all tasks. Directions for future research and implications for narrowing these gender gaps are discussed.

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

Mathematical Thinking and Problem Solving Performance: The Mediating Role of Hope

The purpose of the present study is to provide a mediation model by exploring the relationships among mathematical thinking, hope and problem solving performance in mathematics. The participants of the present study were composed of 311 preservice mathematics teachers. In this mixed method research, these preservice mathematics teachers were conducted to the scales of Dispositional Hope and Mathematical Thinking, and Problem Solving Test. Based on the quantitative data analysis, it was observed that statistically significant relationships among the variables of hope, mathematical thinking and problem solving performance. The quantitative data collected through these instruments were also analyzed by mediation analysis techniques. The qualitative data gathered through semi-structured interviews were analyzed by content analysis technique. These data encouraged the findings acquired from quantitative data analysis. The qualitative findings confirmed the findings of the mediator role of hope. The qualitative findings encouraged the relationships among the variables and the role of mediator.