Mathematics Performance Of Students Research Articles

Principal Component Analysis of Cognitive Executive Function: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools

There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

When attempting to address the persistently poor performance of students in mathematics, researchers have typically examined factors such as retention to identify long-term solutions. The objective of this study was to improve the retention of senior secondary school students in geometrical constructions through mathematical software. Despite the many benefits of geometry to both the learner and society, the performance of the students continued to be abysmal. Could it be that the students do not retain what they learn? The research was conducted in Benue State, Nigeria, and was based on John Sweller’s cognitive load theory of multimedia. The study’s design utilised a non-randomised, quasi-experimental control group with a sample size of 457 students. Three objectives, research questions and research hypotheses led the study, with the Geometrical Construction Achievement Test and the Geometrical Construction Retention Test as the instruments for data collection. The mean and standard deviation of descriptive statistics were used to analyse the data that was gathered. The research reveals that retention was higher in the experimental group (Mean = 65.88) than in the control group (Mean = 51.87). The study found a statistically significant improvement in retention (p ˂ 0.05). No gender variations were found when the students were taught with mathematical software. Mathematics teachers’ utilisation of mathematical software as a strategy for teaching geometrical constructions among senior secondary school students was recommended.

Measuring Student Performance in Mathematics in the Modern World Course Using Bloom’s and Solo Taxonomies

The quality of learning could be determined by observing students’ performance through the use of SOLO (Structure of the Observed Learning Outcome) and Bloom's taxonomies, which are few of the educational frameworks that can be used to examine the level of students' mathematical skills and performance. The descriptive method utilizing documentary analysis and testing methods were used as instruments involving 1239 students from the different programs, where the attainment levels were computed based on the index of mastery. The results showed that majority of the learning outcomes in the Bloom's taxonomy are not well distributed since mostly are under application, analysis, synthesis, and evaluation levels only, while in the SOLO thinking levels are also not well distributed where mostly targets the multi-structural and the relational levels. Meanwhile, mapping the items in the major examinations showed that most of the items target comprehension, application, and analysis in the Bloom's taxonomy, while multi-structural and relational levels in the SOLO taxonomy. Furthermore, data revealed that the students are not able to attain the expected level of thinking using the assessment instrument since it cannot provide evidence of performance/attainment in the other thinking levels such as knowledge, synthesis, evaluation, uni-structural, and extended abstract. Overall, Bloom's and Solo Taxonomies are crucial tools for evaluating how well students are doing in mathematics in the modern world course. It gives teachers a framework for creating tests and lessons aligned with specific objectives for learning and aids for a deeper comprehension of mathematical ideas.

Exploring Contextual Factors Affecting Student Performance in Mathematics: A Sequential Explanatory Research

This study aimed to explore and characterize the contextual factors that affect academic performance in learning mathematics among high school students. The study employed an explanatory sequential mixed method research design, and primary data were collected with the aid of the adopted questionnaire for quantitative data, and the interview was done for qualitative data. The study used descriptive and inferential statistical methods in analyzing and interpreting the gathered data. In addition, qualitative data were analyzed through a thematic analysis approach. Results showed that the performance of students in mathematics is influenced by different factors such as students' attitudes towards mathematics, self-efficacy, parental support, and the learning environment. In addition, a thematized interview with the students supports the quantitative analysis that their performance in mathematics was governed by the said factors. Conclusively, students must be supported in their learning by providing doable tasks and exciting problems in mathematics to boost their attitude and self-efficacy. Parents are also advised to give them the appropriate support to motivate them in their studies. Moreover, teachers must integrate welfare and positive attitudes towards students to have a conducive learning experience.

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.

The impact of online lesson study on students’ achievement in mathematics in China

ABSTRACT Chinese education has been striving to enhance student achievement in mathematics, and one approach that has shown promise is the improvement of teacher preparation. However, the implementation of formalized Lesson Study (LS) in China necessitates the establishment of new and effective structures to facilitate its practice. Additionally, due to the 2019 coronavirus pandemic, distance education has become increasingly prevalent. To investigate the potential benefits of combining LS with online education, the authors conducted an action research study of classroom practices. This mixed-method study aimed to determine whether the use of O-LS (Online Lesson Study) among in-service secondary mathematics teachers would improve student performance in mathematics and to explore the factors that influenced teachers’ pedagogical practice. For the quantitative research component of the study, a sample size of 68 was selected from two intact mixed-ability classes in a secondary school population, with 34 participants in each of the experimental and control groups. This action research study highlights the significance of O-LS in the context of Chinese society and demonstrates the successful integration of online education with LS to improve student achievement in mathematics.

Understanding the disparities in Mathematics performance: An interpretability-based examination

Problem:Educational disparities in Mathematics performance are a persistent challenge. This study aims to unravel the complex factors contributing to these disparities among students internationally, with a focus on the interpretability of the contributing factors. Methodology:Utilizing data from the Programme for International Student Assessment (PISA), we conducted rigorous preprocessing and variable selection to prepare for applying binary classification interpretability models. These models were trained using the Stratified K-Fold technique to ensure balanced representation and assessed using six key metrics. Solution:By applying interpretability models such as Shapley Additive Explanations (SHAP) analysis, we identified critical factors impacting student performance, including reading accessibility, critical thinking skills, gender, and geographical location. Results:Our findings reveal significant disparities linked to resource availability, with students from lower socioeconomic backgrounds possessing fewer books and demonstrating lower performance in Mathematics. The geographical analysis highlighted regional educational disparities, with certain areas consistently underperforming in PISA assessments. Gender also emerged as a determinant, with females contributing differently to performance levels across the spectrum. Conclusion:The study provides insights into the multifaceted determinants of student Mathematics performance and suggests potential avenues for future research to explore global interpretability models and further investigate the socioeconomic, cultural, and educational factors at play.

Effect of problem solving method on the performance of mathematics students in public secondary schools in Rwanda: A case of Karongi district

The aim of this paper was to investigate the effect of problem solving method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teaching of mathematics via the problem solving method was more correlated with the performance of students in Karongi District (r = 0.708; p= 0.000). Multiple linear regression analysis showed that problem solving method contributed to 70.2% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that problem solving method increases positive attitudes toward learning Mathematics subject. The study recommended that the mathematics teachers should practice constructing questions to include problems that are relatively neither easy nor difficult, so that every student can practice, which will foster students’ creative.

Effect of Student Perception on Teaching and Learning Mathematics in Secondary Schools in El’arish in North Sinai Governorate in Egypt

Purpose: The aim of this paper was to investigate the effect of students ‘perception on teaching and learning Mathematics students in public Schools in El’arish in North Sinai Governorate in Egypt. The hypothesis of the study was formulated and tested to guide the study.
 Methodology: The survey research design type was adopted and the targeted population of one hundred and ninety-nine (119) respondents composed by 5 principals, 16 mathematic teachers and 98 students from senior secondary schools, were sampled by using stratified sampling and sample random sampling techniques. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analysed using descriptive statistics and multiple regression.
 Findings: The results of the findings indicated that the students’ perception was more correlated with teaching and learning Mathematics (r = 0.822; p= 0.000). Multiple linear regression analysis showed that students ‘perception contributed to 70.2% of variation on the performance, hence plays a vital role in teaching and learning Mathematics students in secondary schools in El Arish in North Sinai Governorate in Egypt. Additionally, the relationship between perception and students Mathematics performance in the study was very strong.
 Unique Contribution to Theory, Practice and Policy: The study recommended that Mathematics teacher should be diverse in their use of methodology which can as well help their student in their own area of learning mathematics.

Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. 
 Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.
 Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.
 Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.

Effect of Using Demonstration Instruction Approach on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

The aim of this paper was to determine the effect of Effect of using demonstration instruction approach on the performance of mathematics students in public secondary schools in Rwanda: A case of Karongi District’.The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21.The data collected were analyzed using multiple linear regression analysis. The result of the regression analysis indicates that demonstration Method, discussion method, cooperative learning method and problem solving have a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05) and the relationship is in line with a priori expectation. Results showed significant positive relationship between demonstration instruction method and the performance of Mathematics students (r = .669, p = .0000). Multiple linear regression analysis showed that all demonstration instruction method contributed to 73% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. This study recommended that Mathematics teachers should use the demonstration instruction approach teaching Mathematics since it improves academic achievement.

The impact of the double reduction policy on the academic achievements of Chinese secondary school students in mathematics: A case study of Yuncheng city, Shanxi province

This paper discusses China’s “double burden reduction” policy and its impact on student’s academic performance, especially in mathematics this subject. The discussion covers the background of the specific policy, the controversies in its implementation, and previous research on its impact. The study aimed to explore the effect of policy on student performance in mathematics—the methodology involved semi-structured interviews with 26 participants, mainly conducted in Yuncheng City, Shanxi Province. The research result shows the implementation of the double reduction policy, especially in reducing homework, has largely been well received whereas the policy has had little impact onstudents’academic performance in mathematics. The interaction of this provision with the double reduction policy and its specific impact awaits further observation and research.

Dialogic teaching practices and student performance in mathematics in Asian countries

Dialogic teaching practices and student performance in mathematics in Asian countries

Examining the Impact of Pedagogical Agents on Student Performance in Mathematics

Examining the Impact of Pedagogical Agents on Student Performance in Mathematics

EFFECT OF TEACHING METHODS ON THE PERFORMANCE OF MATHEMATICS STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF KARONGI DISTRICT

The aim of this paper was to determine the effect of teaching methods on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study. The result of the regression analysis indicates that demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05) and the relationship is in line with a priori expectation. Results showed significant positive relationship between demonstration method and the performance of Mathematics students (r = 0.699; p= 0.000). Multiple linear regression analysis showed that demonstration method contributed to 73% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.

Identify Appropriate Variables Through Scenario Planning Perspective for Creative Tourism in Iran

Identify Appropriate Variables Through Scenario Planning Perspective For Creative Tourism In Iran. This study explores the major factors affecting the creative tourism market in Iran and their potential to drive national and regional development in the long run. The study employs the MicMac and Scenario Wizard software to identify the variables and their relationships and influence on each other. The study finds that communication infrastructure is a general factor that affects all guest communities, while others are specific to capital attraction from Middle Eastern countries. These include improving political relations with these countries and digital advertising and marketing of Iran’s development. This study aimed to investigate the effectiveness of a new teaching methodology on student performance in mathematics. The methodology involved a combination of interactive lectures, group discussions, and hands-on activities. A quasi-experimental design was used, with one group of students receiving the new methodology and a control group receiving traditional teaching methods. The study was conducted over the course of one semester with pre- and post-tests administered to both groups. The results showed a significant improvement in the performance of the experimental group compared to the control group. The experimental group had a mean post-test score of 87.5, compared to the control group’s mean score of 76.2. The influence graph shows the relationships between the variables and how they influence one another, and the spatial structure of the direct driving forces of creative tourism development in Iran is indicated at a rate of 25%. This research offers insights and recommendations for policymakers, tourism practitioners, and scholars interested in the development of creative tourism in Iran. These findings suggest that the new teaching methodology can be an effective way to improve student performance in mathematics. Further research could explore the impact of this methodology on other subjects and in different settings. Keywords: Foresight, Tourism planning, Creative tourism, MicMac, Scenario Wizard.

The Influence of Teachers’ Wages on Student Performance in Mathematics and Reading at Urban and Rural Primary Schools in Burkina Faso

The Influence of Teachers’ Wages on Student Performance in Mathematics and Reading at Urban and Rural Primary Schools in Burkina Faso

Project-Based Learning (PjBL) Liveworksheets to Enhance Learning Outcomes in Number Operations for Fourth-Grade Elementary Students

Teaching integer operations in elementary schools encounters several challenges, notably students' difficulties in applying mathematical concepts to real-life situations. Moreover, the integration of technology in elementary school mathematics worksheets remains limited. This study aimed to evaluate the validity, practicality, and effectiveness of Project-Based Learning (PjBL) Liveworksheets in improving learning outcomes for fourth-grade students in number operations. The participants of this study were 15 fourth-grade students at Mekar Elementary School. The research utilized a Research and Development approach, following the ADDIE model. Evaluations by experts yielded the following scores: media experts rated the worksheets at 81.5 ("Good"), material experts at 85.5 ("Good"), and the practicality assessment scored 83.5 ("Good"). Before the implementation of the PjBL Liveworksheet, students had an average score of 70.6, which increased to 79 post-implementations. The n-gain score of 0.30, classified as "Medium," indicates a moderate improvement in student learning outcomes. These findings demonstrate that the use of PjBL Live Worksheets has a positive impact on student learning outcomes, enhancing their enthusiasm for collaborative project work and their ability to engage with digital worksheets. Integrating such innovative tools into the curriculum could significantly contribute to better educational practices and improved student performance in mathematics

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: In class discussion method can be used while studying Mathematics as it is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. It is characterized by probing questions from the teacher designed to elicit student interpretations, opinions, and questions. The purporse of study is to assess the effect of group discussion method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’.
 Materials and Methods: The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study.
 Findings: The result of the regression analysis indicates that Demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05). Results showed significant positive relationship between discussion method and the performance of Mathematics students (r = 0.860; p= 0.000). Multiple linear regression analysis showed that discussion method contributed to 72% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.
 Implications to Theory, Practice and Policy: The study recommended that Mathematics teachers should be trained and encouraged in the use of discussion teaching method and the framework for planning lessons and teaching mathematics in our secondary schools should be on group discussion teaching strategy. Moreover, it was also useful to enable learners to take part in discussion, reflection, feedback and to consolidate learning, clarify understanding and explore ideas and concepts.

Involvement of Parents, Teaching Strategies of Teachers and Academic Performance of Students in Mathematics

Involvement of Parents, Teaching Strategies of Teachers and Academic Performance of Students in Mathematics