Student Math Achievement Research Articles

PENGGUNAAN METODE PROBLEM SOLVING UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA PADA PELAJARAN MATEMATIKA TENTANG LINGKARAN DI KELAS VIII A SMPN 11 MADIUN TAHUN PELAJARAN 2015/2016

Research carried out by two cycles, in which the first cycle of students working on quiz questions given by the teacher. Students noted the difficulties experienced while working on quiz questions received. Teachers and students discuss the material they are having trouble students. While in the second cycle, there is an additional action, the students were asked to present the quiz questions that come in front of the class. Students expressed difficulty verbally, another friend who helped work on the class. The results of the study before the first cycle, the first cycle and the second cycle increased. From the test results obtained by the average value of the first cycle = 68,75. Cycle II, = 87,75. Level classical completeness of each cycle rises of 48% and in the second cycle be 90,625%. Observation of learning activities more alive with many questions asked by the students.The conclusion of this study is the use of problem solving methods can increase student achievement in math on the circle A class VIII SMPN 11 Madiun in academic year 2015/2016.

Effects of an online collaborative elementary math program using team-based games to improve student math achievement, attitude and motivation.

The U.S. mathematics education system is failing to produce enough technically skilled workers for it to stay globally competitive. One of the key problems is that U.S. students are not learning the foundational math skills they need during the elementary school years. This research study evaluated the effects of an online collaborative elementary math program using team-based games (Sokikom) to improve student math achievement, attitude and motivation. The research questions focus was on achievement, attitude and motivation. Sokikom, (pronounced so-kee-kom) is an online collaborative math program developed through grants from the Institute of Education Sciences (IES), where elementary students help each other learn through a team-based game as well as adaptive, independent learning games. Though a quasi-experimental design, the researchers studied the effects of using Sokikom for 1 year in 2 elementary schools in Oxnard, CA. Specifically, effects on students' mathematics achievement as measured through the end-of-year CA state test. The results showed that there was a significant and positive association between the number of new lessons mastered and mathachievement as measured by the California Assessment of Student Performance and Progress (CAASPP) scores (p<.0001), which use the Smarter Balanced Assessment. For each additional new lesson mastered a student's CAASPP math score increased 0.58 points. Notably the change in mean on the CAASPP score and the students' intrinsic motivation to learn math. End of study data showed students that used Sokikom reliably, had significantly higher CAASPP math scores (18% higher) than other students, independent of teacher or school. In addition, students that used Sokikom reliably had more than twice the amount of students that significantly improved motivation and attitude toward learning mathematics compared to other students independent of teacher or school. The research study also examined the effect reliable-use of Sokikom had on positively changing student math motivation and attitudes for students who find math difficult and boring and students who are curious and excited about math. The latent transition analysis(LTA) findings showed a higher probability of transitioning from the subgroup that found math difficult and boring to the subgroup that were curious and excited about math was for students who used Sokikom reliably, suggesting that Sokikom may have had a positive impact on students’ math motivation. For the treated group, the probability of transitioning from the subgroup that found math difficult and boring to the subgroup of students who were curious and excited about math was 0.29, from Time 1 to Time 2. By contrast for the intent to treat group, the probability of transition from the subgroup that found math difficult and boring to the subgroup of students who were curious and excited was 0.14, from Time 1 to Time 2. In general, this research study found that regular use of an online collaborative elementary math game program (Sokikom) by elementary students has the potential to improve math achievement and provide positive motivation in the learning of mathematics.

IMPLEMENTASI PENDEKATAN PROBLEM POSING DALAM MEWUJUDKAN ACTIVE JOYFULL EFFECTIVE LEARNING DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA

The problem of the research is whether the effort of learning using AJEL (Active Joyfull Effective Learning) method can improve the student activity and achievement in class VII SMP N 3 Jatinom Klaten. The aim of the research is to design and apply the AJEL (Active Joyfull Effective Learning) in class VII SMP N 3 Jatinom Klaten to improve the student activity and achievement in math. The researcher did an action research through two cycles. Each cycles consist of: planning, action, observation and reflection. The technique of the data collection is through observation, questioner and test. The researcher analyze the data using test validity and reliability. The result of the research is that there is an improvement of the student activity and achievement to applying the AJEL (Active Joyfull Effective Learning) method in math.

Indigenous Learning Preferences and Interactive Technologies

This three-year research study examined the influence of interactive technologies on the math achievement of Indigenous students in Years 4, 5, 6 and 7 technology — equipped classrooms in a rural elementary school in British Columbia, Canada. Using a mixed-methods approach, the researcher conducted semistructured interviews and collected math achievement data (reported elsewhere) over a three-year span, and distributed a survey to the teachers in the second year of the study. All data sources revealed that interactive technologies such as SMARTBoards, student response systems and document cameras influence positively Indigenous students’ math achievement over a three-year period.

Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)

The Alabama State Department of Education (ALSDE) developed a statewide initiative to improve mathematics and science teaching and student achievement in kindergarten through grade 12 (K-12). The Alabama Math, Science, and Technology Initiative (AMSTI) is a two-year intervention intended to better align classroom practices with national and statewide teaching standards — and ultimately to improve student achievement — by providing PD, access to materials and technology, and in-school support for teachers.AMSTI, a schoolwide intervention, was introduced in 20 schools in 2002. Each year since then, the state has rolled out the program to additional schools within its 11 regions. By 2009, about 40% of the state’s 1,518 schools were designated as AMSTI schools. Funding for the program from the state legislature was $46 million in 2009.Given the policy relevance and level of investment in AMSTI, the Regional Educational Laboratory Southeast mounted a longitudinal, cluster randomized controlled trial to determine the effectiveness of AMSTI in grades 4-8, as implemented in five regions in the state. Previous evaluations of the program’s effects on students in K-12 did not use randomized controlled trials. The most recent evaluation (Miron & Maxwell 2007) reported that students in grade 5 in AMSTI schools outperformed students in non-AMSTI schools in math, science, and reading and students in grade 4 in AMSTI schools outperformed their counterparts in non-AMSTI schools in reading only. These evaluations used a study design that compared school-level test scores of AMSTI schools with non-AMSTI schools in the same district but did not establish preintervention comparability. This study’s RCT design improves on previous evaluations because it eliminates selection bias and establishes the preintervention comparability of the two groups.The effect of AMSTI on student achievement in math after one year, as measured by end-of-the-year scores on the Stanford Achievement Test Tenth Edition (SAT 10) math problem solving assessment of students in grades 4–8, was 2.06 scale score units. The difference of 0.05 standard deviation in favor of AMSTI schools is equivalent to a gain of 2 percentile points on the SAT 10 math problem solving assessment for the average control group student had the student received AMSTI. The 0.05 standard deviation is statistically significant but smaller than the effect the research team believed would be detectable by the experiment as designed. Whether this size effect is educationally important is an open question. It may be useful to convert this effect into a more policy-relevant metric — additional student progress measured in days of instruction. In these terms, the average estimated effect of AMSTI was equivalent to 28 days of additional student progress over students receiving conventional math instruction. The effect of AMSTI on student achievement in science, as measured by end-of-the-year scores on the SAT 10 science assessment, required only in grades 5 and 7, was not statistically significant after one year.AMSTI had a positive and statistically significant effect on classroom practices in math and science after one year. Based on multiple surveys in which teachers reported the number of minutes of active learning strategies used during the previous 10-day period, AMSTI math teachers averaged 49.83 more minutes, and AMSTI science teachers averaged 40.07 more minutes than control teachers. These estimated effects are equivalent to 0.47 standard deviation in math and 0.32 standard deviation in science. Although teachers in both the AMSTI and control groups reported using active learning instructional strategies, teachers in AMSTI schools reported spending more time engaged in this type of instruction.The exploratory investigation of the two-year effect of AMSTI on student achievement in science also found a statistically significant result, with a magnitude of 4.00 scale score units. This effect represents a difference of 0.13 standard deviation in favor of AMSTI schools, equivalent to a gain of 5 percentile points for the average control group student had the student received AMSTI for two years.The effect of AMSTI on teacher-reported content knowledge after one year was not statistically significant in either math or science. AMSTI did have a positive and statistically significant effect on student engagement after one year, measured on a 5-point scale ranging from “not engaged” to “fully engaged.” AMSTI teachers were more likely than control teachers to rate their students as achieving higher levels of engagement.An exploration of the differential effects of AMSTI on student achievement for subgroups of students found no statistically significant differential effects on student achievement in mathematics or science based on racial/ethnic minority status, eligibility for free or reduced-price lunch, gender, or pretest level. In reading, however, AMSTI had a statistically significant differential effect for minority and White students of 3.04 scale score points (p

Peer Effects in Disadvantaged Primary Schools

Using data from a well-executed randomized experiment, we find that the average classroom peer achievement adversely influences own student achievement in math and reading in primary schools in disadvantaged neighborhoods. In addition, using a unique feature of our data, we provide tentative evidence that our focus on students in primary schools in disadvantaged neighborhoods may potentially be the driving force behind the divergence in our results and the results in the existing literature. Finally, we show that these different peer dynamics in disadvantaged neighborhoods can potentially be explained by the frame of reference and the invidious comparison models.

The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

PENINGKATAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA DENGAN NUMBERED HEADS TOGETHER SISWA KELAS VII B SMP MUHAMMADIYAH 9 YOGYAKARTA TAHUN AJARAN 2013/2014

the purpose of this research was to describe type of cooperative learning process NHT can increase the activity and learning achievement students of class VII B SMP Muhamadiyah 9 Yogyakarta of second semester in academic year 2013 / 2014. This research is classroom action research. The subjects in this research were students of class VII B SMP Muhamiday 9 Yogyakarta. Object in this research is a mathematical activity and learning achievement using cooperative learning model NHT. Data collection technique in this research was done by using observation, documentation techniques, and tests. The result of this research showed that after application of mathematic learning through NHT. Activity and learning mathematic achievement of students has increased. This is evidenced by an increase in the percentage of prasiklus average percentage of 28,7% of student activity. In the first cycle and the first cycle used NHT where the first cycle increased the average percentage of student activity by 59,6%, in the second cycle become 75,1% and the second meeting of the second cycle of all student has reached a minimum of activity with both criteria. Mathematic learning achievement of student also increased from an average value of 50,5% prasiklus. In the first cycle and increased to 71,9% to 78,8 in the second cycle with a percentage of 77,8% completeness. Therefore, the teachers are advised to implement NHT in an effort to increase the activity and student achievement in math.

The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement

<p class="apa">Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student’s achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic development is increasing rapidly, and there is currently a focus on improving the school education outcomes to fit the 21st century requirements. Bahrain started a huge curriculum project in September 2013 by changing the primary math curriculum across the country, and will continue the changes to secondary curriculum in the coming years. These changes are intended to improve mathematics education in the country, since Bahraini math scores have been below the international mean for a very long time. This study attempts to investigate if there is a relationship between anxiety and underachieving in mathematics in Bahrain. The Revised Mathematics Anxiety (R-MANX) Survey (Bursal, 2006) was translated into Arabic and administered to 1352 primary students. The data was analyzed to explore the reliability and validity of the translated survey and the associations between Mathematics anxiety and achievement. This paper reports the findings of the study.</p>

THE IMPACT OF PUBLICLY PROVIDED EARLY CHILDHOOD EDUCATION PROGRAMS ON DISTRICT‐LEVEL TEST SCORES

While the existing literature largely finds that standardized test scores are positively associated with participation in pre‐kindergarten programs at the student level, there is little research on the policy effect of publicly providing these programs to entire school districts. We attempt to partially fill this void by examining the effect that publicly provided pre‐kindergarten and full‐day kindergarten programs have on fourth grade student achievement in math and reading at the district level. The models utilize panel data from districts in Wisconsin along with fixed effects estimations. We find that once time‐invariant unobserved heterogeneity of a district is accounted for, preschool programs have small but significant impacts on a cohort's future math scores, particularly in less‐educated communities. Additionally, there is no evidence that preschool or full‐day kindergarten has an impact on future reading scores at the district level. (JEL I20, I28)

Computer technology in education: Evidence from a pooled study of computer assisted learning programs among rural students in China

There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy.

The Impact of Every Classroom, Every Day on High School Student Achievement: Results From a School-Randomized Trial

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials.

Hacia una distribución más equitativa de las oportunidades educativas: ¿cuál es el impacto de la política de Subvención Preferencial en el desempeño académico de los alumnos más vulnerables en Chile?

In this paper we examine the effects of a school finance reform implemented in Chile in 2008. This reform changed the school funding formula from one based on student enrollment to one that gives between 50 and 60 percent more funding to each student from a lower socioeconomic background. This study presents evidence on the effects of this reform on student academic achievement in math and language. The evidence relies on the use of comparative interrupted time series analysis to identify the impact of this policy. The analysis uses the changes in student test scores from before and after the implementation of the policy between participating, non-participating, and late-entry schools. The results indicate statistically significant differences in math performance gains of 4th graders (0.18 SD) after 4 years of treatment compared to students without treatment, and 0.07 SD in language gains. The results also show a higher achievement increase for vulnerable students compared to non-vulnerable ones. However, this advantage cannot be attributed to the program.

Professional Development and Student Achievement: International Evidence from the TIMSS Data

This comparative study used the latest Trends in International Mathematics and Science Study (TIMSS) data sets and examined the relationship between professional development and student achievement. It found that although the national levels of access for students at the fourth and eighth grade levels to teachers who participated in professional learning in the United States were higher than the other countries, one third to one half of the fourth grades were taught by teachers who had no professional learning focusing on math instruction or curriculum. In addition, teachers’ participation in professional development was positively associated with higher student math achievement. This cross-national study provided empirical evidence highlighting the importance of investing in teacher learning for improving national educational quality.

The Impact Of Teacher Observations With Coordinated Professional Development On Student Performance: A 27-State Program Evaluation

The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved throughout was an online, on-demand system teachers accessed as convenient with a range of PD assistance regarding teaching techniques and participative teacher/user interactive communities for collaboratively posting and downloading PD-related materials. Results indicate that systemic teacher observations, coupled with aligned PD, resulted in significantly improved student achievement in reading and math on standardized assessments.

A longitudinal analysis of the effects of open enrollment on equity and academic achievement: Evidence from Minneapolis, Minnesota

Open enrollment was expected to provide students in urban school settings with equal opportunity to access schools with abundant educational resources that led to improved student achievement. The One-way ANOVA and Linear Mixed Models used a propensity score matching method were administered to identify to what extent urban students utilized inter-district open enrollment in a Midwestern city and to compare their performances on standardized tests before and after the school transfer had occurred. The results indicated that open enrollment provided black students and students in the child welfare system with equal access to racially and socioeconomically integrated schools. However, these students' academic performance was not significantly enhanced by their open enrollment, except the 3rd grade student achievement in math. The results raised questions about the characteristics of open enrollment. Recommendations for future research are made; study limitations are addressed.

Exploring Principal Leadership for Math and Science

Public schools throughout the United States face increasing pressure to improve student achievement in math and science. As instructional leaders, principals find themselves facing this pressure head on. Drawing from a comprehensive survey of high school principals in the state of Washington (n = 250), the results indicate that a majority of school administrators in Washington had no formal education in math or science. However, an analysis of the principals’ responses suggests that they are exercising leadership in relation to these subjects in their schools. School-level factors appear to explain more of the variation in their leadership in math and science rather than their educational backgrounds. When these factors were controlled for, principals with a math or science background did appear to engage in leadership actions that were different from those without such a background. The article concludes by discussing these results in relation to instructional leadership and leadership preparation.

Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *

Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.

Peningkatan Kemampuan Berpikir Kritis Dan Kreatif Siswa Sma Menggunakan Pendekatan Penemuan Terbimbing

Entitled Learning Mathematics with Guided Discovery Approach for Improving Critical Thinking Skills, and Creative High School Students, motivated by the lack of ability critical and creative thinking which are complex problems in mathematics learning.This resulted in low student achievement in math mastery.If the condition is left continuously without any attempt to fix, it is concerned that students will not be competent in mastering science and technology demanded by age. Therefore, a variety of efforts, including by implementing guided discovery method in this study. The data were obtained by interviews, questionnaires observation and writing test. The method used is the method of experimental quasi with desain: quasi experimental nonequivalent groups pretest-posttest design in which the experimental group and the control group were not chosen at random. Technique of sampling, form Purposive Sampling, with samples of high school students of class XI Sains. These results indicate that: Implementation of themodel learning through approach of guided discovery method provides a positive contribution to the improvement of creative critical thinking ability of mathematics, attitudes, and activities of students, compared with students who study mathematics with conventional learning. Conclusions of research is through approach of guided discovery method can be used as a model of learning to improve thinking ability critical and creative of mathematics, attitudes and activities of students.

Do American and Korean education systems converge? Tracking school reform policies and outcomes in Korea and the USA

This study examines key school reform policies and outcomes of the USA and Korea over the past three decades from comparative perspectives. Since the two nations’ unique educational problems brought divergent educational reform paths—standardization versus differentiation, high-stakes testing versus individualized assessment, and centralization versus decentralization—the study tracks international policy benchmarking efforts and potential impact on educational convergence. The study employs mixed methods, including the content analysis of research and media documents and the trend analysis of TIMSS and PISA datasets. The results indicate that, despite significant changes in policy discourse, the gaps between Korea and the USA in student math achievement and school climates did not narrow. The policy lessons from these cases and the issues of international education benchmarking are discussed.