Mathematics Performance Of Students Research Articles

The Effect of Class times on the Academic Performance of Students in Mathematics

The Effect of Class times on the Academic Performance of Students in Mathematics

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.

Influence of teachers’ qualifications on academic performance of students in mathematics

The study examined the effect of teachers’ qualification on students’ academic performance in mathematics. The study is vital as it portrays the extent to which students’ performance are being influenced by the teachers qualification. In order to determine the relationship between students’ academic performance in mathematics and teachers qualification, some of these key variables were used in the study, NCE, PDE/PGDE, B.Sc, B.Ed, M.Sc and M.Ed while students’ performance was represented by their performance in mathematics. The research design used is survey design and data for the study were obtained from the teachers of the selected secondary schools in Idemili North Local Government in Anambra State teaching mathematics. The statistical test of parameter estimates was conducted using the Wilcoxon statistical test tool to establish the relationship between the variables. The findings generally indicated that a significant difference existed in the performance of students taught by professional teachers and non-professional teachers. On the basis of this finding, the study concluded that students who were taught by professional teachers perform much more than students who were taught by non-professional teachers in mathematics. The study therefore recommended that only qualified mathematics teachers should teach mathematics at the secondary school level. While the holders of Nigeria Certificate in Education (NCE) should be allowed to proceed in their education either through part-time or study leave likewise teachers without teaching qualification should pursue their Post Graduate Diploma in Education. As a result, their teaching method shall be improved upon in order to better the performance of students in mathematics.

Student Profile Modeling Using Boosting Algorithms

The student profile has become an important component of education systems. Many systems objectives, as e-recommendation, e-orientation, e-recruitment and dropout prediction are essentially based on the profile for decision support. Machine learning plays an important role in this context and several studies have been carried out either for classification, prediction or clustering purpose. In this paper, the authors present a comparative study between different boosting algorithms which have been used successfully in many fields and for many purposes. In addition, the authors applied feature selection methods Fisher Score, Information Gain combined with Recursive Feature Elimination to enhance the preprocessing task and models’ performances. Using multi-label dataset predict the class of the student performance in mathematics, this article results show that the Light Gradient Boosting Machine (LightGBM) algorithm achieved the best performance when using Information gain with Recursive Feature Elimination method compared to the other boosting algorithms.

Effect of an Instructional Design Based on The Algo-Heuristic Theory of Instruction on Students’ Mathematics Performance and Logical Thinking Skills

The main aim of this research is to examine the effect of an instructional design based on the Algo-Heuristic Theory of Instruction (AHTI) on students’ mathematics performance and logical thinking skills in the subject of 7th grade mathematics. The research is grounded in a mixed method. In the quantitative part of the research, a quasi-experimental design including pretest, posttest, retention test and retention monitoring test with experimental, placebo and control groups is used, while the qualitative section is based on a case study. The study group of the research consisted of three classes at a secondary school having a “medium” level of achievement. The quantitative and qualitative data of the study revealed that with the effect of the instructional design based on the AHTI, the mathematics performance of students in the experimental group increased, and that their logical thinking skills were positively impacted. Furthermore, it was revealed that students in the experimental group were able to transfer the stages of the Landamatics algorithm that they learned in the unit named “Ratios and Proportions” to their performance in science.

A study of academic achievement in mathematics after the transition from primary to secondary education

A successful transition from primary to secondary school is central to student confidence and the sustainment of student interest and passion for learning. The literature indicates that difficult transitions can result in decreased levels of motivation, negative attitudes towards school, decreased levels of confidence and disengagement particularly in relation to mathematics. This study investigated student performance in mathematics after the transition from primary to secondary education in Ireland. It comes in the aftermath of major educational reform in mathematics in Ireland at both primary and secondary level and is the first Irish study to examine the effect of the transition on mathematical achievement. Academic achievement in mathematics was measured using a standardised test at the end of the final year of primary school and the end of first year of secondary education. Progress in mathematics was measured over the transition by comparing these two test results for 249 students. On average, students’ raw scores decreased by 7% from sixth class (final year of primary school) to the end of first year of secondary education despite an additional year of instruction and extensive overlap of both syllabi. The results showed statistically significant losses in each strand area and in each process skill. This academic transition is not unique to Ireland and the findings from this research study will be of interest to the mathematics education community internationally since it extends the evidence base for studies in school transition.

Experimental Impacts of Learning Trajectory–Oriented Formative Assessment on Student Problem-Solving Accuracy and Strategy Sophistication

In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory–oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students’ multiplicative reasoning involves improvements in both problem-solving accuracy and sophistication of strategies used to solve problems, we designed an assessment instrument to measure both dimensions of student learning. The instrument was used to measure the impact of the Ongoing Assessment Project (OGAP), which develops teachers’ capacity to regularly assess student thinking in relation to a learning progression to develop instructional responses that are based on evidence of student thinking. The results showed significant impacts of OGAP on both students’ problem-solving accuracy and the sophistication of their strategy. The findings suggest that capturing both dimensions of students’ multiplicative reasoning offers important information for researchers and program designers who seek to understand different dimensions of student mathematics performance.

Effect Of Modular Distance Learning Approach To Academic Performance In Mathematics Of Students In Mindanao State University-Sulu Senior High School Amidst Covid-19 Pandemic

The existence of COVID-19 pandemic brought extraordinary challenges to the stakeholders, teachers, parents, and students. Thus, the researcher believed that there is an effect of teaching-learning process in new normal education to students’ performance most especially using modular type of learning in Mathematics. With this, the study sought to determine the perception of the students regarding modular distance learning approach (MDLA) in Mathematics, identify the challenges of the students, examine the effect of MDLA to academic performance of students in Mathematics, determine the level of academic performance of students, determine the significant difference on perceptions when they grouped according to their gender and age, and determine the relationship of students’ perceptions regarding MDLA to their academic performance in Mathematics.
 The descriptive research design was utilized in this study. The researcher gathered one hundred seventy eight (178) grade 11 STEM students currently enrolled in MSU-Sulu Senior High School through the use of purposive random sampling. The survey questionnaire was applied in the study. Mean, frequency counts and percentage, t-test for independent samples, one-way analysis of variance (ANOVA), and person product-moment correlation were used to analyze and interpret the data.
 Based on the result, the study revealed that students’ perceptions agreed on using modular distance learning approach (MDLA). It means the students had positive perceptions regarding MDLA in Mathematics. The study also revealed that students agreed on using modular distance learning approach (MDLA) in Math have little challenges. It had also a positive effect to students’ performance in which students performed very satisfactory in Mathematics which means they had good quality performance. However, the study also revealed that it has no significant difference on their perceptions when they are grouped by gender and age which means the students had the same perceptions.
 Moreover, the findings revealed that there is no enough evidence to conclude that there is significant relationship of the students’ perceptions to the academic performance of the STEM grade 11 students using the new method of teaching modular distance learning approach (MDLA) amid COVID-19 pandemic. Therefore, the researcher concluded that the academic performances of STEM students were not affected by their perceptions in MDLA. This means that the quality of performance did not depend on their perceptions. And the researcher also concluded that this approach helped students to improve their math performance.
 Since it proved that this approach improved the mathematical understanding and helped the students to have good performance then the researcher recommended that MDLA must be continued in face-to-face instruction and highly recommended to use modules. Teachers guided those who need special attention and need to prepare easy type of modules in Mathematics to understand well. Any member of the family can help to guide and serve as para-teachers. Trainings, workshops, and seminars should be provided to the teachers to improve themselves and academic performances of the students.

METACOGNITIVE APPROACH TO ENHANCING MATHEMATICAL PERFORMANCE AMONG PRIMARY SCHOOL STUDENTS IN RURAL AND URBAN AREAS OF KOGI STATE

In this study, a quasi-experimental design was employed to ascertain the effect of the metacognitive instruction approach on primary school students mathematical performance in Kogi State. A total of seventy-two students with an age range of 7 – 11 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The participants were grouped into two and were subjected to a pre-test and post-test study. Mean, and standard deviation scores were used, and an independent t-test analysis conducted on the data established a statistically significant difference between the groups, MD = 11.54 (95% CI, 7.91 to 15.14), t (70) = 6.313, p = .001. Thus, the result supported the studys hypothesis. It was concluded that metacognition is effective in enhancing students mathematics performance. The studyrecommends that teachers be regularly trained on the use of the metacognitive approach in the classroom.

Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities

Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.

IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

STUDENTS' ENGAGEMENT AND THEIR PERFORMANCES IN MATHEMATICS

This study aimed at determining the relationship between students' engagement (behavioral, emotional and cognitive engagement) and their performance in Mathematics of grade 6 pupils of Malaban Elementary School. Descriptive correlational method research design was employed in this study. In this study, the instruments used are survey questionnaire of Bivariate Analysis and Chi-square The results show that the students gave a unifying perception on their level of behavioral engagement (2.90-engage), emotional engagement (2.74-engage), cognitive engagement (2.98- engage) in Mathematics.The mean performance of students in Mathematics was satisfactory with an average of 80.42 median of 80 mode of 76 and standard deviation of 3.77.The researchers concluded that there is significant evidence to reject the null hypothesis and conclude that there was a moderate,positive relationship between academic performance and behavioral engagement. For the emotional and academic performance there was a significant evidence to accept the null hypothesis and conclude that was no relationship between academic performance and emotional engagement, while there was a moderate, positive relationship between cognitive engagement and academic performance. The researchers recommended to initiate activities that can help boost the students' engagement in Mathematics for it was shown some significant relationship to their mathematics performance

Examining educational inequalities: insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland

BackgroundEvaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall performance do not necessarily translate to improved equality. Indeed, improvements that favour certain subgroups of students can exacerbate educational performance gaps and thus, inequality. This research examines changes in equality of mathematics achievement and subgroup performance differences in Irish primary school students over time. Ireland constitutes an interesting case study due to the introduction of a new National Literacy and Numeracy Strategy in 2011, the initial implementation of which has been linked to significant improvements in student mathematics performance. This paper aims to investigate whether these improvements have been accompanied by improvements in equality.MethodsUsing data from the Irish National Assessments of Mathematics and English Reading (NAMER) and the Trends in International Mathematics and Science Study (TIMSS) from the period before and after the introduction of the Strategy, the study examines (i) deviations in student scores, (ii) variability in achievement at student and school levels and (iii) performance gaps based on demographic and socioeconomic factors over time. Bivariate analyses and multilevel regression models were used to identify student- and school-level variables related to mathematics performance.ResultsThe results showed a decrease in variability in students’ mathematics performance after the introduction of the Strategy; this decrease was statistically significant only for TIMSS. Additionally, there was a considerable decrease in variance in mathematics performance attributed to between-school differences over time. These findings constitute evidence of increased equality as performance differences between students and schools tended to shrink. Regarding performance gaps and variance in mathematics performance explained by background characteristics, this study provided mixed results. In NAMER, subsequent to the introduction of the Strategy, the performance gaps and variance in mathematics achievement explained by selected demographic and socioeconomic characteristics decreased considerably. However, this was not the case for TIMSS.ConclusionsThe evidence provided by this study suggests that Ireland has made reasonable progress in addressing inequality. However, there is room for improvement, as a significant proportion of the variance in student mathematics performance is still explained by demographic and socioeconomic characteristics.

Constructivist Teachers Beliefs, Instructional Practices and Students’ Mathematics Performance

This study determined the role of teachers’ constructivist beliefs in the teaching and learning mathematics and the use of instructional practices in the mathematics performance of Grade 7 secondary students in the Pacific Towns of Northern Samar for the school year 2016-2017. This study utilized the descriptive-correlational research design.
 The demographic profile of teachers in mathematics such as constructivist beliefs, constructivist instructional practices and performance of students was described as it exists at the present time. Multiple regression analysis was used to determine the relationship between the beliefs in mathematics and students’ mathematics performance. Similarly, statistical analysis was used to determine the relationship between instructional practices and mathematics performance of the students.
 The findings showed that more than 50% of the mathematics’ teachers are aged less than 30 suggesting that most of the teachers are neophyte in the teaching career. As to educational attainment, most of the respondents are enrolled in master’s program. Only one-third have already completed master’s degree. In terms of relevant trainings, almost a half of the respondents have attended one to two trainings.
 Most of the teachers believe that teaching should involve real world connections. Teachers believe that they should create real-world environments that employ the context in which learning is relevant. Beliefs about emphasizing prior knowledge were also manifested by the teacher-respondents. Highly demonstrated beliefs include encouraging the use of multiple modes of representation to facilitate easy understanding and recall and the learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process. In terms of social interaction beliefs, teachers manifested support for collaborative construction of knowledge through social negotiation.
 Result of the test conducted in mathematics by the researcher showed that more than half of the students got fair performance. Only one performed satisfactorily. Beliefs about emphasizing prior knowledge and beliefs in social interaction significantly predicted mathematics performance of students. Real world connection did not significantly predict mathematics performance.
 Respondents’ constructivist instructional practices did not offer a significant role in developing the mathematics ability of the students. Teachers did not play an active role in assimilating knowledge into students’ existing mental framework and reconstructing new knowledge.

Relevant continuing professional development and quality resource situation make the Difference in student academic performance

This study seeks to look at the relationships among teachers’ academic qualification, availability of quality resources and the performance of students in Mathematics, English and Integrated science of Basic Schools at Kwahu-East in the Eastern Region of Ghana. The authors used a descriptive survey design which adopted the questionnaire, interview and observation in the collection of data. The authors used stratified random sampling in selecting 180 teachers whereas purposive sampling was used in selecting 27 headteachers and District Education Officers which used the Pearson correlation in the analysis. The study revealed that a teacher’s academic qualification obtained through education had no significant relationship with student’s academic performance in the respective subjects being measured by this study. The authors recommend that the Government of Ghana concentrate on providing continuing professional development (CPD) programmes that concentrate on practical situations in the schools and channel more resources to schools.

AUGMENTATION OF STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS THROUGH CLASSROOM MANAGEMENT PRACTICES IN NIGERIA

The academic performance of students in mathematics among public secondary schools in Nigeria has consistently been low over a period. There are many factors that may have contributed to this, however, the influence of classroom management practices on the academic performance have not been given much attention. Studies have shown that very little learning occurs in disorganized classrooms. This study therefore aims to explore how students’ academic performance in mathematics could be augmented through classroom management practices. Three research questions were raised, the main question is, how does classroom management practices enhance academic performance among students of public secondary schools in Nigeria? A descriptive research design was adopted using a total sample size N=250. The research instrument was a paper‐based questionnaire on a five‐point Likert scale administered face to face to randomly selected mathematics teachers from among 5 states in Nigeria, Mean and standard deviation were used to analyze the data and possible conclusions were drawn. The result among others shows that disciplined and well‐motivated classrooms have a significant impact on students’ academic performance in mathematics.

Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

This study project contributes to documenting the subject of learning difficulties in mathematics [1-4]. In this research, we aimed to verify what are the main explanatory factors underlying teachers’ perception of learning difficulties in mathematics and in relation to student performance in a problem-solving test. To meet the objectives of the study, we implemented a correlational quantitative data analysis devise with the participation of 262 primary school students. Regression analyzes were performed. The results of the analyzes show that the performance in solving a written mathematics questionnaire is explained mainly by socio-demographic variables associated with the students and by factual variables relating to the conditions for taking the questionnaires. Moreover, the teacher’s perception of student performance in mathematics is mainly explained by variables directly related to the student or to the teacher’s vision of the student’s potential for success at school.

Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment

Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment

Self-Efficacy and Mathematics Performance of Students’ in the New Normal in Education

The new normal that was previously unfamiliar has become standard in almost all colleges and universities where classes are being held in purely online scheme is calling us to develop not just essential skills but attitudes that can help us to adapt and thrive in an uncertain future. The study aimed to determine the level of self-efficacy of students and their academic performance during the new normal in education to be used as baseline data in recommending strategies to help increase the level of student’s self-efficacy thereby improving their academic performance. Descriptive research design using the quantitative techniques was used with 183 out of 366 students using Raosoft Sample Calculator at 5% margin of error and they were identified using Gimkit application. Google forms was used to distribute the instrument. To meet the objectives, data was statistically treated using frequency/percentage, weighted mean, T-test, ANOVA, and Pearson’s r. Thus, following results; Majority of the respondents connects to WIFI and most of them have good quality of connectivity. They exhibit mid-level self-efficacy. Most of them have satisfactory to very satisfactory academic performance. There is no significant difference on their assessment of their level of self-efficacy when grouped according to types of connectivity except for performance accomplishment. Whereas, there is significant difference on their self-efficacy when they are grouped according to quality of connections. Moreover, there is significant relationship between level of self-efficacy and level of academic performance during the new normal except for performance accomplishment. By and large, the suggested strategies are believed to help increase the respondent’s level of self-efficacy thereby increasing their level of academic performance.

Spiral Progression Approach in Teaching Junior High School Mathematics

This study determined the influence of the spiral progression approach in teaching junior high school mathematics. The study utilized a descriptive method of research with test and research-made questionnaire as the main data gathering instrument. Frequency distribution, mean, standard deviation, weighted mean, composite mean and Pearson r were utilized as statistical tools to treat gathered data. Findings showed that students have low performance in Mathematics in the National Achievement Test (NAT) and were only in the Beginning level of achievement when it comes to their critical thinking and problem solving in the five areas in Mathematics namely Numbers and Number Sense, Measurement, Patterns in Algebra, Geometry and Probability and Statistics. Moreover, there was no significant relationship between the performance of students in Mathematics on NAT and their level of understanding in critical and problem solving skill in the five areas in Mathematics. Results also revealed that teachers had encountered problems in using spiral progression approach in teaching Mathematics.