School Performance In Mathematics Research Articles

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students

This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias.

Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropriate. Students with the NNB may not realize they are answering incorrectly. The aim is to examine whether a misconception, namely the NNB, can influence students' fraction state anxiety. The participants were 119 fifth- and sixth-grade students categorized as belonging to an NNB group (n = 60) or a No-NNB group (n = 59), according to their NNB-related answering profile on a fraction arithmetic task. Group differences were examined for state anxiety and performance on a fraction and a whole number arithmetic task and self-reported trait mathematics anxiety. The NNB group reported lower fraction state anxiety than the No-NNB group, but there was no significant difference in trait mathematics anxiety. Furthermore, the NNB group reported lower fraction state anxiety than whole number state anxiety, while the opposite was true for the No-NNB group. The present study suggests that students' perceptions of their own performance influence their state anxiety responses, and students with a NNB may not be aware of their misconception and poor performance. Not taking into account qualitative differences in low performance, such as misconceptions, may lead to misinterpretations in state anxiety-performance relations.

PERFORMANCE IN MATHEMATICS AND AFFECTIVITIES:

This research, based on the theoretical frameworks of Positive Psychology and Mathematics Teaching, aimed to investigate the possible relationships between Positive and Negative Affectivities and School Performance in Mathematics. To achieve this objective, a survey was used to collect data on affectivity in a sample of students from technical courses integrated into high school and collected data on school performance in Mathematics through the semester grades of these same students. With these data in hand, we proceeded to data analysis. This analysis was carried out using Pearson's Correlation Coefficient (r), which resulted in evidence of the existence of a moderate correlation between Positive Affectivities and School Performance in Mathematics, as well as evidence of the existence of a weak correlation, but between Negative Affectivities and School Performance in Mathematics. Thus, it was concluded by the statistical confirmation of the relationship between Positive and Negative Affectivities and School Performance in Mathematics. This research also advised parsimony in the generalization of its conclusions, since there was a limitation linked to the use of the convenience sampling technique and, in addition, suggested that future studies explore other concepts belonging to the field of Positive Psychology and that others be investigated types of relationship, in addition to correlation, since there is the possibility of seeking evidence on cause/effect, mediation and moderation relationships related to Mathematics Teaching constructs.

What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics

While math performance does not seem to differ systematically between males and females, it is one of the subjects that is consistently perceived as “male” with girls regularly reporting lower levels of motivation and less positive attitudes than boys. This study aimed to uncover gender-specific relations between perceived self-determination, engagement, and performance in school mathematics that might help to better understand this discrepancy. In an online study, we hence assessed perceived competence and autonomy support, social relatedness, cognitive and behavioral engagement, math performance as well as sustained attention as a basic cognitive prerequisite in a sample of N = 221 Seventh-Grade students from southern Germany (Mage = 12.84 years, SDage = 0.55, Nfemales = 115). As expected, we found no gender differences in math performance. In multiple group path analyses, perceived autonomy support was the most consistent predictor of cognitive and behavioral engagement for both girls and boys. While it did not affect math performance directly, we found significant indirect effects via cognitive engagement for girls, and via behavioral engagement for boys, whereas competence support in the math classroom, which female students perceived as significantly lower than male students, negatively predicted only girls’ performance, sustained attention explained a considerable part of boys’ math performance. Girls seem to experience competence support less often than boys, and if they do, we assume it to be in response to low performance rather than to encourage high competence and nurture talent. Our results suggest promising avenues for future research and implications for math classrooms.

Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore

This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teachers of a higher level of education and self-efficacy in teaching mathematics related to a higher level of school mathematics performance. The study offers a guideline and inspiration to the research community to exploit the rich information in both TALIS and PISA studies to facilitate school effectiveness studies.

The Effects and Implications of Using Open Educational Resources in Secondary Schools

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002. The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size.

Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

Based on the TALIS 2013 and PISA 2012 linkage data, we examine the measurement properties of school instructional quality and study its relationship with mathematics performance, considering school context characteristics (school composition, teacher–student relationship, and teacher qualifications). The study adopts a cross-country perspective. In five of the seven countries, a three-dimensional framework has been confirmed to study mathematics instructional quality (disciplinary climate, supportive climate, and cognitive activation). As a common factor, disciplinary climate explains the variation in school mathematics achievement in four countries. The key is the interaction with socioeconomic status. Schools composed of students with favourable socioeconomic backgrounds reflect a disciplinary climate conducive to learning. Schools consisting of students with low socioeconomic backgrounds benefit more from a supportive climate, contributing to the reduction in the achievement gap. Schools with harmonious teacher–student relationships reflect differential effects on mathematics performance of schools consisting of students from lower- and higher-socioeconomic status families. Low-SES schools are more likely have less academically qualified teachers. School collective teacher qualification seems not directly related to school mathematics performance, but disciplinary climate mediates this link. Consistently, schools composed of students from high-socioeconomic status families tend to perform better.

Stimulating High School Student Creativity, Motivation, and Mathematics Performance with Classes Based on Creativity Techniques

Background: Several countries and organisations highlight creativity when advocating an education connected to the current moment of scientific and technological progress we live, especially in the mathematics field. Objectives: We aim to answer the following questions: (a) Is senior high school students’ creativity, motivation, and mathematics performance triad positively influenced by extracurricular mathematics classes based on creativity techniques? And (b) What are the different students’ perceptions of mathematics based on the type of classes they received throughout the course (conventional classes and classes based on creativity techniques)? Design: To this end, we structured an experimental study to compare the results obtained from conventional classes to a control group and from classes based on creativity techniques to an experimental group. Settings and participants: The sample consisted of 41 senior high school students of a public school in the Federal District, Brazil, randomly selected after wide dissemination. Data collection and analysis: Initially, students underwent pre-tests (creativity in mathematics, motivation in mathematics, and performance in mathematics). Then, they participated in mathematics classes (conventional to the control group and based on creativity techniques to the experimental group). At the end of each class, they completed one step of the logbook. Finally, they were submitted to post-tests for direct comparison with the tests initially performed and participated in a conversation roundtable. Thus, the analysis included quantitative aspects of the results of the tests; and qualitative aspects of the study of the material written in the diaries and oral speeches during the conversation roundtable. Results: Although both groups increased their scores for the three variables investigated, statistically significant results were perceived only with the experimental group, which had all variables increased. We also found that the students recognised the classes based on creativity techniques as being good. Conclusions: This suggests that the class model investigated in this research may favour students’ creative thinking ability and motivation, consequently increasing their performance in mathematics.

Can Primary School Mathematics Performance Be Predicted by Longitudinal Changes in Physical Fitness and Activity Indicators?

ObjectiveTo determine to what extent physical fitness indicators and/or moderate to vigorous physical activity (MVPA) may account for final mathematics academic performance (APmath) awarded at the end of primary school.MethodsSchool-aged youth were sampled in a repeated-measures, longitudinal design in Grade 6 (∼11 years), and again in Grade 9 (∼14 years). The youth (N = 231, 111 girls) completed a fitness test battery consisting of: flamingo balance test, standing long jump, backward obstacle course, plate tapping, sit ups, sit and reach, handgrip, and 20-m shuttle run. APmath scores were obtained for all children at the end of Grade 5, end of Grade 8, and end of Grade 9 (their final year of primary school). In a sub-sample of Grade 6 youth (N = 50, 29 girls), MVPA was measured objectively via SenseWear Pro Armbands (MVPAOB) for seven consecutive days, with measurements repeated in Grade 9.ResultsMath scores decreased from Grade 6 to 9 for both boys and girls (95%CI: −0.89 to −0.53, p < 0.001). MVPAOB was reduced by ∼45.7 min (−33%) from Grade 6 to 9 (p < 0.01). Significant main and interaction effects are noted for each fitness indicator (p < 0.05). A backward stepwise multiple regression analysis determined significant shared variance in final APmath grade to the change scores from Grade 6 to Grade 9 in: ΔAPmath, Δbackward obstacle course, Δsit and reach, and Δsit-ups [R2 = 0.494, F(4,180) = 43.67, p < 0.0001]. A second regression was performed only for the youth who completed MVPAOB measurements. In this sub-sample, MVPAOB did not significantly contribute to the model.ConclusionLongitudinal changes in youth fitness and their delta change in APmath score accounted for 49.4% of the variance in the final math grade awarded at the end of Grade 9. Aerobic power, upper body strength, and muscular endurance share more common variance to final math grade in boys, whereas whole-body coordination was the more relevant index in girls; this finding suggests that future research exploring the relationship of AP and PF should not be limited to cardiorespiratory fitness, instead encompassing muscular and neuro-muscular components of PF.

A Trial Study of Computer Based Test Performance in High School Mathematics

A Trial Study of Computer Based Test Performance in High School Mathematics

Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-Taking

Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-Taking

The study skills; an educational implication on students’ performance in secondary school mathematics

There is poor performance in mathematics among secondary school students in Delta State, Nigeria. Teachers, Parents, the government are all complaining about the poor performance of students in mathematics, and they are trying to find out how this problem can be solved. Many kinds of research have been carried out trying to find out the real cause of students’ poor performance in secondary mathematics, but they fail to focus much attention on the variable ‘study skills’ as one of the causes. The study is a survey type. Five hundred (500) students were sampled from 25 Government secondary schools, Delta State of Nigeria, through random sampling. The instrument used in gathering data for this study were the students’ Study Skills Questionnaire (SSSQ) and centrally set examination results from the state ministry of education. The result from the state ministry of education was used to gather data on the students’ performance in mathematics, while the questionnaire was used to gather information on students’ study skills. Two hypotheses were stated to guide the study, which was tested at a 0.05 level of significance using the SPSS and t-test statistic to analyze the data obtained. The result shows that there is a significant influence on students’ study skills and their performance in Mathematics. There was a significant difference between students who possess good study skills and those with bad study skills.

The relationship between growth in principal leadership and growth in school performance: The teacher perspective

Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school’s average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of .481 in reading and small effect size of .254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice.

Evaluation and orientations to Grade 10 mathematics in schools differentiated by social class

In South Africa, differential performance in school mathematics with respect to social class remains an enduring concern as reflected in national and international large-scale assessments. The article examines the implications of evaluation for orientations to mathematics in a school populated by learners from upper-middle-class or elite backgrounds and a school populated by learners from working-class backgrounds. The particular focus is on mathematics problems featured in tests used by two Grade 10 teachers in each school and teachers’ marking of learners’ test scripts. A distinction between single-topic and multi-topic mathematics problem types is refracted through an analysis that draws on the adaptation by Davis of Lotman’s distinction between content orientation and expression orientation with respect to the reproduction of texts.The analysis reveals a preponderance of single-topic mathematics problems and the absence of multi-topic mathematics problems employed in the school populated by learners from working-class backgrounds and the presence of both single-topic and multi-topic problem types in the school populated by learners from middle-class or elite backgrounds. Differences in the types of mathematical problems suggest differences in mathematical demand expected of learners and differences in their preparation for examinations in the two social class contexts.The selection of test problems and the marking of test scripts as instances of evaluation construct an orientation to mathematics that is expression oriented in the working-class context whereas both expression and content orientations are evident in the middle-class or elite context. The analysis provides a potential explanation for the persistent disparity in mathematics performance along social class lines in South African secondary schools.

Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

Perception of Students about Homework in Mathematics

Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in basic and secondary level school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics with respect to gender, level and achievement level. The study involved a survey of 402 students of Tokha Municipality. The survey did not demonstrate reliable measurement of the hypothesized factors of purpose, self-efficacy, and support resources related to students’ overall perceptions about homework. However, overall, students reported positive attitudes and grades in math class. On the basis of gender and level in which students study, there is no significant difference on the perception while there is statistically significant difference on the basis of students' achievement in examination. It is recommended that a good and healthy home environment and sound teacher student relationship yields in good achievement score and boosts up overall perception on mathematics homework.&#x0D;

Evaluation of STE-Graduates’ Senior High School Science and Mathematics Performance

The Special Curricular Program in Science, Technology and Engineering is developed to cater students whose interests are in the fields of Science and Mathematics. To achieve its goals, the program enhances its basic education curriculum by offering additional science and mathematics subjects. Financial assistance is provided as well to schools implementing the program. However, the program seems to lack evaluation. There are no means of monitoring the students’ performance, and no attempts were made to determine whether these students pursued Science-and-Mathematics related courses after graduation. Along this line, this study aimed to evaluate the program by comparing the performances of students who graduated in the program to those who did not. It also investigated whether these students tend to pursue career paths along the fields of science and mathematics. Earth Science and General Mathematics scores of 177 Grade 11 students from different academic strands were analyzed using Multivariate Analysis of Variance and Chi-square test. Results showed that there was a significant difference between the students’ Earth Science and General Mathematics scores when grouped according to their junior-high program; that is, students who graduated from the program performed better than those who did not. On the other hand, there was no interaction found between the students’ performance and gender. A significant association between the students’ junior-high program and strands was also established; that is, majority of the students who graduated from the program is in the STEM strand, which prepares students for careers along the fields of science and mathematics. Despite the results, further studies may be done to include a wider range of variables that would better capture students’ performance.

Indigenous (Orang Asli) Primary School Mathematics Performance in Selangor, Malaysia

The education performances among the indigenous group in Malaysia are deprived. Although the Government has given serious attention and continuous efforts to improve it, its performance is far behind other groups, especially in mathematics subjects. Hence, this study would like to identify the year six students from indigenous primary school’s mathematics performance. Additionally, we investigated if their perception, interest, and knowledge will influence the performance in mathematics. Eighty-six of the year six primary students from five indigenous schools in Selangor, Malaysia, participated in this study. Statistical techniques such as cross-tabulation, t-test, ANOVA, and Spearman rho correlation uses in detailed analysis. Overall, the result identified that the level of performance is low, even though they have a positive perception of learning mathematics. The result also indicated that those who have a high level of interest performed better. Finally, the study suggested that an intervention initiative at the elementary level is crucial, especially on the delivery system, involving teachers and others responsible for these students' education and welfare. Moreover, the Government should be given serious consideration in any national transformation program to ensure that indigenous peoples can stand alike with other groups in Malaysia.

Indigenous (Orang Asli) Primary School Mathematics Performance in Selangor, Malaysia

Indigenous (Orang Asli) Primary School Mathematics Performance in Selangor, Malaysia