Student Achievement In Mathematics Research Articles

The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study

With the transition to distance education during the coronavirus pandemic, one of the most talked about teaching approaches has been the flipped learning model (FLM). Conducting the discussions about FLM on a solid basis can only be achieved by finding an answer to what the effect of FLM has in different fields and different education levels. Based on this idea, in this study, it is aimed to evaluate the results of the studies examining the effect of FLM on the mathematics achievement of primary and secondary school students. In the meta-analysis study conducted in this direction, using the findings of 45 studies that meet the specified criteria, the effect level of FLM on students 'mathematics achievement compared to traditional teaching and also the effect level of FLM on students' mathematics achievement over a single group were determined. In the meta-analysis conducted in order to compare FLM with traditional teaching, it was concluded that FLM was moderately more effective (d = 0.51) in increasing students' mathematics achievement compared to traditional education. According to the meta-analysis results made to determine the effect of FLM over a single group, FLM has a high effect on mathematics achievement (d = 2.13). As a result of the analysis made according to the moderators of the study, the effect size of the FLM when compared to traditional teaching differs according to the type of publication and sample size and the effect size of the FLM over a single group differs only according to the sample size.

Understanding afterschool engagement: Investigating developmental outcomes for adolescents.

Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (N = 197) who attended an afterschool program in an urban setting. Results suggest that a bifactor model of engagement best fits the data, meaning that engagement consists of four specific factors (affective, behavioral, cognitive, social) and a global factor. We then used structural equation modeling to examine the relationship between engagement, academic outcomes, and positive youth development (PYD). Results also showed positive associations with student mathematics achievement and PYD, but no significant associations were found between engagement and English achievement. This study provides a theoretically aligned way to measure engagement and evidence to support engagement as a key factor in predicting youth outcomes in an out-of-school context.

Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students

Several researchers have investigated different factors which are found responsible for students’ mathematics achievement. This study examined achievement motivation, locus of control and study habits as predictors of mathematics achievement of freshman students taking non-board examination programs at a certain state university in Southern Luzon, Philippines. In this descriptive-correlational research design, purposive sampling technique was used to select 258 participants enrolled in the subject mathematics in the Modern World. Four sets of research instruments were used for the data collection: namely, mathematics Achievement Motivation Scale, Locus of Control Scale, mathematics Study Habits Inventory and the teacher-made mathematics Achievement Test. The results showed that most students have average achievement motivation, internal locus of control, desirable study habits and average mathematics achievement. The results also revealed that there was a significant relationship between achievement motivation and mathematics achievement and achievement motivation was found to be the only predictor of mathematics achievement. This indicates that achievement motivation is effective in enhancing mathematics achievement. Students’ achievement motivation will increase to high level if given the right remediation. Hence, high achievement motivation can predict high mathematics achievement.

Effect of Constructivist Instructional Strategy on Students Achievement in Secondary School Mathematics Curriculum in Rivers State, Nigeria

The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State. The research was guided by three research questions and corresponding hypotheses. The population is all the thirty four thousand, one hundred and sixty eight (34,168) of all Senior secondary II (SS11) students in Rivers State during the 2018/2019 Academic year. A sample size of 280 students in four intact classes were selected through purposive sampling technique. Two of each of the classes were used as experimental and control groups. Non randomized pre-test, post test control group design was used for the study. Instrument used for the study was Mathematics Achievement Test (MAT) made up of 25 items drawn from simple statistics and Lesson Packages. The instrument was validated by experts and reliability coefficient of the instrument was obtained through test-retest method. The scores obtained were subjected to Pearson product moment correlation coefficient analysis and the result yielded 0.82. Analysis of Covariance (ANCOVA), Mean and Multiple Classification Analysis (MCA) were used in analyzing the data. Findings reveals that constructivist strategy was more effective in facilitating students achievement in Mathematics than expository method. The result did not show a significant difference in students’ achievement in Mathematics in terms of gender and school type. The study therefore recommended among others the use of constructivist strategy in the teaching and learning of Mathematics in schools.

도움소거 전략을 활용한 수학 학습이 학업성취, 인지부하, 자기효능감 및 흥미에 미치는 영향

The purpose of this study was to check whether there is a difference in the effect of the strategy of gradually fading the help of the worked examples on the mathematics achievement, cognitive load, self-efficacy and interest of middle school students. In addition, through interviews, we tried to examine students' perception of the faded worked examples strategy. To this end, 269 middle school sophomores were divided into two groups (faded worked examples strategy, example-problem strategy) and provided the task of the unit of application of simultaneous linear equations. The study findings are as follows. First, the faded worked examples strategy was found to have a positive role in increasing students' mathematical achievement. Second, it was found that the faded worked examples strategy did not affect cognitive load, self-efficacy and interest. Third, the preferred method of providing the worked examples was different according to the achievement level of the learner. Finally, for the faded worked examples strategy, high-achieving students perceived that it was helpful in solving the narrative problems, and low-achieving students perceived that it was a clue to problem-solving.

APPLYING INQUIRY LEARNING MODEL ASSISTED MATHEMATICS MICROSOFT APLICATION TO IMPROVE CREATIVITY AND LEARNING ACHIEVEMENT

This reasearch aimed to Describe creativity of student learning in mathematics lesson grade XI SMK Negeri 3 Lebong, Describe student learning achievement in mathematics lesson grade XI SMK Negeri 3 Lebong, Describe efectivity applying inquiry learning model to improve student learning achievement in mathematics at SMK N 3 Lebong. The kind of this reasearch subject of this experiment is student grade XI TKJ 2 SMK N 3 Lebong as PTK class, then student grade XI TKJ 1 SMK N 3 Lebong as experiment class and student grade XI Accountancy SMK N 3 Lebong as control class. Class selection is chosen propositive random sampling. This data is collected using teacher observation sheet, student observation sheet, and student learning achievement test. After t-tes it can be concluded that by using inquiry learning model be able to improve creativity and student learning achievement.

Mathematics vocabulary differentially predicts mathematics achievement in eighth grade higher- versus lower- achieving students: Comparisons across two countries

This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US peers. For US students and the corresponding higher-achieving Turkish students, mathematics vocabulary predicted mathematics achievement and mediated the relation between general vocabulary and mathematics achievement. For the lower-achieving Turkish students, only general vocabulary predicted mathematics achievement. The pattern of results extends findings from studies of younger students and is interpreted in terms of the domain-general and domain-specific contributions to mathematics achievement.

Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations

The present study examined the reciprocal relations among mathematics interest (MI), mathematics anxiety (MA), mathematics self-efficacy (MSE) and mathematics achievement of primary school students. Based on longitudinal data from 2789 participants, general latent variable modeling framework was used to explore reciprocal effects. The results indicated that (a) prior mathematics achievement positively predicted later MI, whereas previous MI did not affect subsequent mathematics achievement; (b) there was a bidirectional relationship between MA and mathematics achievement as well as MSE and mathematics achievement; (c) prior MA and MSE significantly predicted later MI, whereas the opposite was not; and (d) MA and MSE were reciprocally linked over time. These research results emphasized the importance of developing students' positive mathematical attitudes, emotions and beliefs and shed light on primary school students' mathematics learning in China.

PEER PRESSURE, TIME MANAGEMENT, SELF EFFICACY ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN OYO METROPOLIS, OYO STATE, NIGERIA ELECTION

This study investigates the influence of peer pressure, time management, and self-efficacy on students’ achievement in mathematics in Oyo Metropolis of Oyo state, Nigeria. The study adopts a descriptive survey. A simple random sampling technique was used to select four hundred (400) senior secondary school II students in sixteen (16) secondary schools in the metropolis consisting of four local governments: Afijio, Atiba, Oyo East, and Oyo West Local Government Areas. Three (3) validated instruments were used for the study. Data analysis was done using frequency count, Percentage, Standard Deviation, Pearson Product Moment Correlation, and Multiple Regression Analysis. The result shows that there is a negative, weak non-significant relationship between peer pressure and students’ achievement in mathematics; there is a positive, weak significant relationship between time management and students’ achievement in mathematics. Also, there is a significant positive relationship between self-efficiency and students’ achievement in mathematics. The finding also reveals that the composite contribution of peer pressure, time management, and self-efficacy to the predictor of students’ achievement in mathematics is significant. The relative contribution of peer pressure to students’ achievement in mathematics is not significant but the relative contribution of time management and self-efficacy to students achievement in mathematics is significant. The data shows that the variables that predict students’ achievement in mathematics are time management and self-efficacy. Based on the result, it was recommended that Mathematics teachers should find ways of enhancing Mathematics Self-Efficacy in student’ and emphasize students’ confidence to succeed in the subject.

The effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it

The study aims to identify the effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it. The researchers used the experimental design of partial control for the control and experimental groups. The study sample is 68 students, where the experimental group is 34 students, and the control group is (34) students. The researchers prepared two scales as achievement test, which include (30) multiple choice items. Items psychometric properties and statistical analysis have been got, and a scale of attitudes towards mathematics that includes (30) items with three alternatives. Items reliability, validity, discrimination coefficients are got. The two groups were rewarded in the variables of age and previous achievement in mathematics, IQ test and attitudes scale. After applying the experiment and the two study tools on the study sample, the results showed that there were statistically significant differences at the level (0.05) in favour of the experimental group in achievement and attitude towards mathematics. Key words: Needham’s model attitudes toword mathematics

Impact of lesson study on mathematics anxiety and mathematics achievement of Malaysian foundation programme students

<p>Based on many researches, there is negative relationship between mathematics anxiety and achievement. However, there is no study about mathematics anxiety and achievement in Malaysian foundation centers. This research studied the impact of Lesson Study (LS) on mathematics anxiety and achievement of students in a Malaysian university. A total of eight lecturers were involved in planning the LS which was experimented on 44 students as experimental group, while 42 others were in the control group. In the experimental group, students solved problems individually and in teams in a student-centered approach. For the control group, students were taught using the conventional method. Mathematics anxiety was measured using the Mathematics Anxiety Scale-Revised (MAS-R). A mathematics test was used to measure the students’ ability in problem solving. The data was analyzed using t-test, ANOVA and MANOVA. The results showed that there is a significant difference between the means of the experimental and control groups in mathematics anxiety and achievement scores. However, there is no statistically significant interaction between the effects of educational method and gender on both mathematics anxiety and achievement. LS was found to be a suitable method to increasing the student’s ability in problem solving and reducing their anxiety.</p>

Do parents count for their children's mathematics achievement?

The purpose of this study is to evaluate the relationship between parental involvement and student mathematics achievement using a structural equa¬tion modeling approach. Data from a representative sample of fourth-grade students, and their parents, from 14 different European countries participating in TIMSS (Trends in International Mathematics and Science Study) were analyzed. The model was successful in explaining the TIMSS scores in mathematics: the predicted model showed a good fit to the data, with 31% of the variance explained. The results showed that SES contributed to the prediction of performance in mathematics. However, the results showed also the positive and signifi¬cant effects of parental involvement factors - especially parental expectations for their children's academic attainment - mediating the relationship between SES and TIMSS math achievement. Thus, increasing parental par¬ticipation could be a useful intervention to reduce SES-related differences in performance.

An Investigation of Success Factors in a High School Algebra Intervention Program

This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.

Gender Differences in Mathematics and Science Achievement of Eighth Grade Students in Ukraine on TIMSS 2011

The purpose of the paper is in-depth analysis of gender differences in Ukrainian student achievement in mathematics and science on TIMSS 2011 results because the average scores similarity hides some significant differences between the achievements of boys and girls. Boys significantly outperform girls in some cognitive and content domains, while the benefit of girls never was significant. The procedure of Differential Item Functioning (DIF) on the basis of the Mantel-Haenszel method was used to test the fairness of assessment. The results show that the set of TIMSS 2011 items does not have any gender bias on Ukrainian students since there are insignificant number of items with large DIF, among which some favouring boys, and some favouring girls. Each of gender groups is equally represented among both stronger and weaker participants. Any significant relationship between the DIF size and the difficulty or type of the item is not detected. But the items in number, physics and earth science, and math problems on applying function in favour of boys. This is likely caused by the fact that in Ukrainian society still there is attitude to such fields of study as masculine.

The Influence of Sociological Factors on Student Achievement in Mathematics in Israel

The education system and the higher education system are a main key to enter the occupational system in high-tech industries in science and technology areas—the most successful field in Israel in the last few years. This field ensures much higher income than the economy average and may also lead to social mobility. In order to admit these studies, the higher education system sets preliminary threshold terms as the student’s grade in mathematics matriculation test and the number of study units he studied. As a result, these two systems create a pyramid that as we go higher on it, the learner rate declines.In international perspective the State of Israel was ranked in the lowest places in quantitative literacy achievements in the years 2006-2018. In addition, Israel is one of the countries with the largest disparities among the OECD countries during all research years.This article will present findings from research literature that provide a general overview of student achievements in mathematics in Israel and in addition we will discuss the influence level of sociological factors on student achievement in mathematics.

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

Penerapan Model Pembelajaran Numbered Heads Together (NHT) Untuk Meningkatkan Prestasi Belajar Matematika Masa Covid-19 pada Siswa Kelas IX-B SMPN 3 Masbagik

This research is a classroom action research (CAR) aimed at improving mathematics learning achievement which is carried out in class IX-B students of SMPN 3 Masbagik using the Numbered Heads Together (NHT) Learning Model. The researcher conducted an action research with the aim of knowing the improvement of Mathematics achievement in class IX-B students of SMPN 3 Masbagik through the application of the Numbered Heads Together (NHT) learning model. Based on the results of research and discussion of the NHT learning model, it can increase the activity and learning achievement of mathematics students in class IX-B SMPN 3 Masbagik in the odd semester of the 2020/2021 school year. This increase can be seen from the acquisition of student activity scores and the average class value and the level of classical completeness in each cycle has increased both in cycle I and cycle II. Based on the results of data analysis in each cycle, it appears that the results from cycle I to cycle II have increased. In the implementation of learning and the results of the first cycle of data analysis, for student activities an average value of 2.74 was obtained and student activities in the second cycle obtained an average class value of 3.85 while classical completeness was obtained in the first cycle of 76% and increased in cycle II by 91%.

EFEKTIVITAS PEMBELAJARAN DARING BERBANTUAN YOUTUBE DENGAN MODEL PEER TEACHING TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA

The COVID-19 pandemic has forced learning to be done online using certain media and applications. This study was aimed to analyze the effectiveness of Peer Teaching Model assisted by Youtube app on student achievement in mathematics learning from home process during pandemic COVID-19 in term of cognitive, affective and student participation. This research is deskriptif study with a mixed-method approach. The subject in this study were students in grade 11.1 and 11.2 MIPA at a state senior high school in Bogor in the 2nd semester of 2020/2021 academic year. Data collection techniques were carried out through tests to determine student achievement, questionnaires to measure student interest in the learning model and the media used, as well as assignments and interviews to determine student participation. The effectiveness criterion used is that at least 75% of students have a positive response and have a test score above Kriteria Ketuntasan Minimal (KKM). The results showed that the percentage of student learning completeness was 77% (good category), the positive response of students was 80.29% and participation in assignments was very good.

The Influence of Flipped Classroom Towards Students' Motivation and Learning Outcome in Mathematics: A Case of Students in SD Hj Isriati Baiturrahman 1 Semarang

The research problem of this study is whether the implementation of flipped classroom affects the students' motivation and achievements, whether there is the influence of motivation on students' achievement in Mathematics of the fourth grades students of SD Hj. Isriati Baiturrahman 1 Semarang? This research is a quantitative experimental research. The research design is quasi experimental research using non-quivalent control group design. The samples were used as the experimental class and control class with total of 68 students. The T test results show t count > t table (3.608> 1.665). In conclusion flipped classroom influence on students' motivation. The T test results show t count > t table (1.854> 1.665). In conclusion learning flipped classroom effect on student learning outcomes. Significance test analysis results obtained F count> F table (3113.84> 4, 14), it means a significant regression equation. Analysis results obtained coefficient of determination R2 = 0.7534 = 75 %. In conclusion there is an influence of learning motivation on Math learning outcomes.

Hubungan di antara Kebimbangan, Keyakinan dan Sikap Guru dengan Pencapaian Matematik Murid Sekolah Rendah

This study aims to identify the relationship between teachers’ anxiety, confidence, and attitudes with mathematics achievement of primary school pupils. Survey method design was used in this study and data were collected using Likert 5 scale questionnaires. A total of 30 teachers and 30 year 5 students were selected as the sample. The results showed that the level of mathematical anxiety of teachers is at a low level, the level of teachers’ confidence is at a high level, and the level of teachers’ attitude is at an excellent level. Correlation analysis showed there is a significant negative relationship between teachers’ anxiety and students’ achievement (r= -0.636, p <0.05). There is a significant positive relationship between teachers’ confidence and students’ achievement (r=0.600, p <0.05). There is a significant relationship between teachers’ attitude and students’ achievement (r = 0.795, p <0.05). In conclusion, good mathematics achievement of primary pupils is related to excellent teachers’ attitude, high confidence level, and low level of anxiety. The implications of this study can help primary school mathematics teachers to reduce anxiety levels, increase confidence, and improve their attitudes in mathematics teaching so that student achievement in mathematics can be improved.