Underachievement In Mathematics Research Articles

Understanding the Relationship between Grade X Students’ Metacognitive Skills and Mathematics Performance: A Correlational Study.

Although it has always been a required core subject in Bhutanese schools, underachievement in mathematics regularly shows that the requirement has very little impact on students. This study aims to examine the relationship between mathematics performance and metacognitive skills in grade X students. This study used 347 grade X students (M = 162, F = 185) from one of the schools in Sarpang Dzongkhag and a correlational survey design. The level of students' metacognitive skills was evaluated using the modified Metacognitive Awareness Inventory (MAI), whilst their mathematics performance was evaluated using the Mathematics Performance Test (MPT). Students in grade X were found to have high level of metacognitive skills (M= 3.54, SD=.42). While the correlational analysis showed a weak but significant positive correlation (r =.133, p ≤ .05) between students' metacognitive skills and mathematics performance. The outcome also showed that students' metacognitive skills are a statistically significant predictor of their mathematics performance. The findings of the study indicated that metacognition be taken into account to aid students' learning of mathematics.

Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process

The purpose of this study was to analyse the effectiveness of the Flipped Classroom methodology for teaching mathematics, geometry in particular, in an online environment. Specifically, we measured: 1) the academic achievement of students who were taught in this way; and 2) perceptions of satisfaction with this methodology and the virtual sessions attended through digital resources. For this purpose, a pre-experimental and ex-post-facto design was used with a sample of 113 Secondary Education students. With regard to academic performance, positive and significant differences were found between the pre-test and the post-test, with previous underachievement in mathematics, efforts made towards learning and the educational level of the parents being predictors. In respect of the students' perceptions, the results showed a favourable satisfaction with the use of the Flipped Classroom, where the environmental context in which the educational process takes place interferes with their perceptions. However, slightly negative perceptions were found on the use of virtual sessions with digital resources, where the frequency of use of some resources and electronic devices has a significant influence. These results add value on how to further integrate this methodology in the subject of mathematics, where the use of digital resources to learn geometry helps to improve the different competences and skills of the students.

Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia

Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This means that boys and girls are educated only by male and female teachers, respectively, in effect inhabiting parallel education systems. In this context, this study examines the factors that are associated with student achievement in mathematics and science in grades 4 and 8 and the extent to which these associations are different for boys and girls, in an effort to gain insights into boys’ underachievement in mathematics and science in Saudi Arabia. The paper employs data from two recent large-scale assessments of education: Trends in International Mathematics and Science Study (TIMSS) 2019 and Saudi Arabia’s National Assessment of Learning Outcomes (NALO) 2018. A series of hierarchical two-level linear regression models showed that in grade 4, school climate was more strongly associated with boys' compared with girls' achievement in both mathematics and science, with boys attending schools of poorer school climate having a considerably lower performance compared with girls attending such schools. The findings also indicated that although greater literacy and numeracy readiness was linked with higher science achievement among boys and girls, grade 4 boys tended to benefit more from this readiness than girls. In addition, the results show that student absenteeism in grade 4 is particularly strongly associated with decreases in mathematics achievement among boys. In grade 8, significant interactions between gender and the extent to which students feel confident in science, the degree of schools’ emphasis on academic success, and teachers’ age are observed. The paper concludes by discussing some of the implications of these findings for educators and policy makers in Saudi Arabia.

Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition

ABSTRACT Multiple studies have reported mathematics underachievement for students who are deaf, but the onset, scope, and causes of this phenomenon remain understudied. Early language deprivation might be one factor influencing the acquisition of numbers. In this study, we investigated a basic and fundamental mathematical skill, automatic magnitude processing, in two formats (Arabic digits and American Sign Language number signs) and the influence of age of first language exposure on both formats by using two versions of the Number Stroop Test. We compared the performance of individuals born deaf who experienced early language deprivation to that of individuals born deaf who experienced sign language in early life and hearing second language learners of ASL. In both formats of magnitude representation, late first language learners demonstrated overall slower reaction times. They were also less accurate on incongruent trials but performed no differently from early signers and second language learners on other trials. When magnitude was represented by Arabic digits, late first language learners exhibited robust Number Stroop Effects, suggesting automatic magnitude processing, but they also demonstrated a large speed difference between size and number judgments not observed in the other groups. In a task with ASL number signs, the Number Stroop Effect was not found in any group, suggesting that magnitude representation might be format-specific, in line with the results from several other languages. Late first language learners also demonstrate unusual patterns of slower reaction time for neutral rather than incongruent stimuli. Together, the results show that early language deprivation affects the ability to automatically judge quantities expressed both linguistically and by Arabic digits, but that it can be acquired later in life when language is available. Contrary to previous studies that find differences in speed of number processing between deaf and hearing participants, we find that when language is acquired early in life, deaf signers perform identically to hearing participants.

A COMPARATIVE STUDY OF THE CURRICULUM DESIGN OF THE NATIONAL CURRICULUM STATEMENT (NCS) AND THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS), AND MATHEMATICS UNDERACHIEVEMENT IN GRADE 12: A CASE STUDY OF SELECTED SCHOOLS IN KING WILLIAMS TOWN DISTRICT, EASTERN CAPE PROVINCE

Ponte Academic JournalAug 2022, Volume 78, Issue 8 A COMPARATIVE STUDY OF THE CURRICULUM DESIGN OF THE NATIONAL CURRICULUM STATEMENT (NCS) AND THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS), AND MATHEMATICS UNDERACHIEVEMENT IN GRADE 12: A CASE STUDY OF SELECTED SCHOOLS IN KING WILLIAMS TOWN DISTRICT, EASTERN CAPE PROVINCEAuthor(s): Bonani SibandaJ. Ponte - Aug 2022 - Volume 78 - Issue 8 doi: 10.21506/j.ponte.2022.8.1 Abstract:The Mathematics pass rate has been a problem in high schools in South Africa. Many factors have been found to contribute to the high failure rate in this subject. This research seeks to address the following research question: Which CAPS Mathematics curriculum design aspects have a bearing on the underachievement in Mathematics at Grade 12 level, compared to NCS, at selected secondary schools in King Williams Town District, Eastern Cape province? Data was collected from interviews carried out with Grade 12 Mathematics educators (12 educators for CAPS and six educators for NCS) from schools in the King Williams Town District. The findings showed that Mathematics curriculum design, as well as the progression or link from primary to high school for both NCS and CAPS, was easy to integrate with other learning areas, although not all the content was covered, which disadvantaged students. It was difficult to cover all the content since the scope was too wide for both NCS and CAPS. There was no problem with the sequencing of the topics for NCS while there was a problem with the sequencing of topics in CAPS. The content of NCS differed in intensity; otherwise, topics were the same from grade to grade. This was the same for CAPS. The time allocated for both NCS and CAPS was not enough and that led to difficulties in completing the Mathematics syllabus in time. The differences between curriculum design aspects of the NCS and CAPS are insignificant. As a result, it can be concluded that the curriculum design aspects for CAPS still contribute to underachievement in Mathematics at matric level. No previous studies have compared the NCS curriculum design aspects and CAPS and their effect on underachievement in Mathematics at matric. This study addresses this gap and informs the Department of Basic Education about CAPS Mathematics curriculum design aspects and the effect of these on underachievement at matric level. Download full text:Check if you have access through your login credentials or your institution Username Password

DEMOGRAPHIC FACTORS RESPONSIBLE FOR UNDERACHIEVEMENT AMONG UNDERGRADUATE ENGINEERING STUDENTS IN SOUTH-SOUTH FEDERAL UNIVERSITIES

The study investigated the demographic factors responsible for Underachievement among Undergraduate Engineering students in South-South Federal Universities”. Four research questions and corresponding null hypotheses guided this study. Ex-post facto research design was used. A population size of 1,155 students from year2 to 4 was used and a sample size of 630 was drawn. Three instruments were used, they are; the Demographic Inventory (DI), General Engineering Mathematics Underachievement Test (GEMUT) and Standard Progressive Matrix (SPM). The reliability of these instruments was tested on 20 respondents using Cronbach alpha method of internal consistency. The reliability indexes are 0.60, and 0.55 respectively for General Engineering Mathematics Underachievement Test (GEMUT) and Standard Progressive Matrix (SPM). Research question 1 was answered with simple percentage, while research questions 2 & 3 were answered with One-way ANOVA. The corresponding null hypothesis 1 was tested with Z-test and one-way ANOVA associated with regressions to test hypotheses 2 & 3. Hypothesis 4 was tested with simple linear regressions. Findings show that federal institutions of study significantly influence underachievement, while gender and department of study do not relate to underachievement in South-South Federal Universities. Also, there was a significant relationship among the CGPA and general engineering mathematic test among engineering students. The researcher recommends that course advisers, counsellors and lecturer should identify these underachievers early and appropriate counselling measures given; also, the Federal Government has to provide and supervise Federal Institutions.

Discriminant Analysis of Psycho-Social Predictors of Mathematics Achievement of Gifted Students in Nigeria

The disturbing issue of Mathematics underachievement among gifted students seems more like a mystery than a reality and therefore calls for urgent intervention. This is why this study was motivated to investigate the psycho-social predictors that are reliable in discriminating potential achievers and underachieving gifted students in Mathematics. The study is a causal comparative study of 154 gifted SSII students purposively selected through multi-stage screening form 15 secondary schools in Calabar education zone, Cross River State, Nigeria. The discriminant analysis was used to answer the four research questions set to guide the study. There were three main instruments used in the study; the adapted Slosson Intelligence Test Revised (SIT-R r= 0.89) edition, Psycho-Social Scale for Adolescent (PSSA; r=.72, .69, .76, .78, .68, .73 and .73 for the sub-scales) and Mathematics Achievement Test (MAT; r=.78).The result of the data analysis revealed that selected psycho-social variables: Mathematics self-efficacy, Mathematics interest, Mathematics task commitment, peer influence, parental influence and Mathematics career aspiration) significantly and reliably predict and classify gifted students into Mathematics potential achievers and underachievers with the exception of the students’ general intelligence. The findings show that there are more gifted Mathematics underachievers (N= 82; 53.3%) than gifted potential Mathematics achievers (N= 72; 46.7%). It also shows that 100% of the gifted underachievers and potential achievers were perfectly classified.

Geogebra and Grade 9 Learners’ Achievement in Linear Functions

Learners’ underachievement in mathematics is one major challenge in South Africa. Reports show that one of the topics that learners struggle with is functions. Many teachers also struggle to teach the topic effectively. The foundation of functions in the school mathematics curriculum is in the senior phase of schooling (Grades 7-9). Functions need to be taught effectively at the foundation level in order to ensure smooth content progression into the higher grades. Several studies globally have advocated the integration of graphing software with the teaching of some topics in mathematics including functions to enhance students’ learning of the topics. This study investigated the effect of in-tegrating GeoGebra with the teaching of linear functions on Grade 9 learners’ achievement. The study was guided by the constructivist theory of learning and followed a pre-test post-test, non-equivalent groups and quasi-experimental de-sign. The participants were 62 learners from two schools in Limpopo South Af-rica. The control group was 29 learners from one school and the experimental group was 33 learners from the second school. GeoGebra was integrated with the teaching in the experimental group while the control group was taught using chalk and talk. Data was collected using an achievement test and analysed using a t-test at 5% level of significance. The results showed that the experimental group (M = 51.76; SD 17.95) achieved statistically higher scores than the control group (M = 20.00, SD 11.16) with a large effect of 0.53. Implications are discussed.

A framework for using learning theories to inform ‘growth mindset’ activities

ABSTRACTThe social psychology theory of fixed and growth mindsets offers one reason for observed underachievement in science, technology, engineering and mathematics (STEM), particularly for students who have previously excelled in these disciplines. Fixed mindset beliefs are linked to behaviours that can lead to avoiding challenges and reduced learning, such as concealing a lack of understanding to retain an image of being ‘smart’. The potential impact of a growth mindset on STEM achievement, particularly for minority and low-household-income students, resulted in calls to develop interventions that encourage growth mindsets and discourage fixed mindsets. However, education interventions are influenced by the educator's understanding of how learning occurs. A framework to show how activities based on different learning theories may encourage growth mindsets or (unintentionally) encourage fixed mindsets can guide the developers of growth mindset interventions. We present such a framework in six tables relating to key areas associated with growth and fixed mindsets: dealing with challenges, persistence, effort, praise, the success of others and learning goals. Each table gives examples of learning activities that may encourage growth or fixed mindsets, fitting with each of four key learning theories: behaviourism, constructivism, communities of practice and connectivism.

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

The Prediction of the Students' Academic Underachievement in Mathematics Using the DEA model: A Developing Country Case Study

The Prediction of the Students' Academic Underachievement in Mathematics Using the DEA model: A Developing Country Case Study

The challenge of underachievement in mathematics

The challenge of underachievement in mathematics

Comparative study of policy and elementary school mathematics learning program for mathematics underachievers in Korea and the United States: Focused on the Seattle Public Schools and Chuncheon Office

Comparative study of policy and elementary school mathematics learning program for mathematics underachievers in Korea and the United States: Focused on the Seattle Public Schools and Chuncheon Office

Making Sense of a Trial Maths Intervention Program for Students with Disability in Australia: Interim Report

Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project was to address an important problem related to the mathematics achievement of students with disability. It aimed to build the capacity of the schools and teachers in relation to teaching mathematics to their students and to identify and make sense of the intervening program’s impact. It combined two approaches, appreciative inquiry [3] and action research [4] to monitor schools’ planning for change. Interim findings demonstrated that teachers were concerned about their students’ underachievement in mathematics and how to assess this and that multi-sensory forms of teaching and learning advocated in the program increased students’ engage and performance. The adoption of reflective teacher portfolios demonstrated their usefulness for engaging teachers in appreciative inquiry and action research to monitor the implementation and impact of the program in their schools and classrooms.

The written expression abilities of adolescents with Attention-Deficit/Hyperactivity Disorder

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience deficits in academic achievement. Written expression abilities in this population have not been extensively studied but existing prevalence estimates suggest that rates of comorbid writing underachievement may be substantially higher than rates of comorbid reading and mathematics underachievement. The current study examined written expression abilities in a school-based sample of 326 middle school age students with ADHD. The prevalence of written expression impairment, the associations between written expression and academic outcomes, and specific patterns of written expression were investigated. Students with ADHD in this sample experienced written expression impairment (17.2–22.4%) at a similar rate to reading impairment (17.0–24.3%) and at a slightly lower rate than mathematics impairment (24.7–36.3%). Students’ written expression abilities were significantly associated with school grades and parent ratings of academic functioning, above and beyond the influence of intelligence. Analyses of patterns suggest that students with ADHD exhibit greater deficits in written expression tasks requiring organization and attention to detail, especially in the context of a complex task.

Efficacy of Cooperative and Self-Directed Learning Strategies in Enhancing Mathematics Achievement of Underachieving Gifted Students in Nigeria

The study investigated the efficacy of cooperative and self-directed learning strategies as intervention strategies to reverse Mathematics underachievement for mathematics underachieving gifted students in Secondary schools in Ibadan, Nigeria. Eight-Nine (89) underachieving gifted science students were identified using multi-dimensional screening and identification instrument. The instruments used include, Slosson intelligence test, school academic record, mathematics aptitude test and mathematics achievement test with acceptable reliability coefficients. The study is a quasi-experimental study of pre and post test design. Three hypotheses were generated and tested against the data collected at 0.05 level of significance. The data collected was analysed using ANCOVA and MCA. The findings of the study revealed that the treatment interventions namely cooperative and self-directed learning strategies have significant effect at F(3,85) = 123.258, p<0.05 in enhancing mathematics achievement for the underachieving gifted science students. It was also revealed that cooperative learning is more efficacious than self-directed learning, with post means scores of 68.19 and 62.00 respectively. Recommendation was thereafter made on the use of both cooperative learning and self-directed learning strategies as intervention strategies in enhancing mathematics achievement for gifted students and particularly those who are underachieving in mathematics.

Gender gaps in mathematics, science and reading achievements in Muslim countries: a quantile regression approach

Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan, girls achieve as well as boys in all subjects. In Qatar and Turkey, girls underachieve in mathematics, achieve as well as boys in science and overachieve in reading. In Indonesia, the Kyrgyz Republic, and Tunisia, girls underachieve in mathematics and science but overachieve in reading. On the basis of the analyses, two generalizations can be made. First, key country-level economic and social characteristics appear unrelated to achievement gender gaps. Second, the overachievement of girls in reading and underachievement in mathematics and science are similar to findings from non-Muslim industrialized countries.

The development of early numeracy ability in kindergartners with limited working memory skills

Research has proven limited working memory skills to be a high risk factor for educational underachievement in mathematics across the primary school years. Less is known, however, about the performance of children with limited working memory skills in early numeracy tasks. The main purpose of the two studies reported in this article is to explore the difficulties these children experience in performing early numeracy tasks. In both studies, children with very low working memory skills were identified from a large sample (N=939), in order to examine in which early numeracy domains they lag behind (Study 1,2) or develop more slowly (Study 1) than their typically developing peers. Results show weaknesses in almost all domains of early numeracy (Study 1) but, against expectations, no pattern in early numeracy could be seen that distinguishes children with problems in verbal working memory from children with problems in visual working memory (Study 2).

Reading Comprehension and Working Memory of Normal Children and Children with Underachievement in Mathematics

Reading Comprehension and Working Memory of Normal Children and Children with Underachievement in Mathematics

Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement

ADHD is associated with academic underachievement, but it remains unclear what mechanism accounts for this association. Semantic language is an underexplored mechanism that provides a developmental explanation for this association. The present study will examine whether semantic language deficits explain the association between ADHD and reading and mathematics underachievement, taking into account alternative explanations for associations, including verbal working memory (WM) impairments, as well as specificity of effects to inattentive and hyperactive-impulsive ADHD symptom domains. Participants in this cross-sectional study were 546 children (54 % male) ages six to twelve (M = 9.77, SD = 1.49). ADHD symptoms were measured via maternal and teacher report during structured interviews and on standardized rating forms. Children completed standardized semantic language, verbal WM, and academic testing. Semantic language fully mediated the ADHD-reading achievement association and partially mediated the ADHD-mathematics achievement association. Verbal WM also partially mediated the ADHD-mathematics association but did not mediate the ADHD-reading achievement association. Results generalized across inattentive and hyperactive-impulsive ADHD symptom domains. Semantic language explained the association between ADHD and reading underachievement and partially explained the association between ADHD and mathematics underachievement. Together, language impairment and WM fully explained the association between ADHD and reading underachievement, in line with developmental models suggesting that language and WM conjointly influence the development of attention and subsequent academic achievement. This work has implication for the development of tailored interventions for academic underachievement in children with ADHD.