Journal articles: 'Mathematics achievement'

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Maamin, Martina, Siti Mistima Maat, and Zanaton H. Iksan. "Analysis of the factors that influence mathematics achievement in the ASEAN countries." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 371–88. http://dx.doi.org/10.18844/cjes.v16i1.5535.

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Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;

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Obasi, Chinedu, and Chima Ugo. "Predicting Growth Rate of Students’ Achievement in Mathematics Using Mathematical Growth Model." SJME (Supremum Journal of Mathematics Education) 2, no. 2 (July 2, 2018): 44–51. http://dx.doi.org/10.35706/sjme.v2i2.1319.

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Students’ mathematics achievements in secondary school have an influential effect on their performance in university and their future careers. There are numerous innovative teaching strategies which are promising and have shown to improve students’ achievement in mathematics; one will wonder if there will be corresponding achievement growth in mathematics. Therefore, this paper predicts growth rate of students’ achievement in mathematics using mathematical growth model. A developmental survey design was employed where students’ WAEC mathematics achievement results from 1991-2016 were collected from the Development Division, West African Examination Council (WAEC) Lagos, Nigeria. The Logistic growth mathematical model was used to compute predicted achievement growth rate. The Statistical Package for Social Sciences (SPSS) was also used to plot the graph of the achievement data from 1991 to 2016. The result indicates that the predicted growth rate of students’ achievement in mathematics is approximately increased by 25.3% per year. This shows a weak upward trend in predicted rate of achievement at credit level and consequently indicates unsteady sustainability in mathematics achievement as well as economic growth. It is recommended among others that there should be investigation into factors responsible for the weak and unsteady achievement growth in WAEC general mathematics in Nigeria. Also, effective teaching and learning of mathematics at all levels of schooling should be ensured by all concerned in other to sustain the achievement growth in the subject.

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Nepal, Binod. "Impact of Gender and Location on Mathematical Thinking and Mathematics Achievement." Journal of Advanced Academic Research 3, no. 3 (February 28, 2017): 11–21. http://dx.doi.org/10.3126/jaar.v3i3.16803.

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Educational empowerment is taken as the most important indicator of national development. Students' achievement is seen as the key to improve educational empowerment. So to enhance students' achievement we should pay attention to achievements of overall subject of the secondary level, which is the base of further education. This paper aimed to find out the level of Mathematical Thinking and the Mathematics Achievement of the students of grade X in Nepal gender and location wise. Three districts Sindhupalchok, Kathmandu, Mahottari were selected as the study area. 400 students were selected as the sample. Mathematical Thinking Test and Mathematics Achievement Test were used as the instruments and data was analyzed using t-test. Finally, the study found out that there is no significance difference on the level of Mathematical Thinking and the Mathematics Achievement between male and female and there was another finding was that there is significant difference between rural and urban students on the level of Mathematical Thinking and Mathematics Achievement. These findings are applicable to improve teaching strategies and create new plans to make better performance of the students from rural areas. Journal of Advanced Academic Research, Vol. 3, No.3, 2016, page:11-21

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Humphreys, Lloyd G. "Mathematics Achievement." Science 241, no. 4872 (September 16, 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.a.

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Stanley, Julian C. "Mathematics Achievement." Science 241, no. 4872 (September 16, 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.b.

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HUMPHREYS, L. G. "Mathematics Achievement." Science 241, no. 4872 (September 16, 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.

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STANLEY, J. C. "Mathematics Achievement." Science 241, no. 4872 (September 16, 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414-a.

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Sherman, Brian F., and David P. Wither. "Mathematics anxiety and mathematics achievement." Mathematics Education Research Journal 15, no. 2 (September 2003): 138–50. http://dx.doi.org/10.1007/bf03217375.

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Fonna, Mutia, and Mursalin Mursalin. "Role of Self-Efficacy Toward Students’ Achievement in Mathematical Multiple Representation Ability (MMRA)." Jurnal Ilmiah Peuradeun 6, no. 1 (January 29, 2018): 31. http://dx.doi.org/10.26811/peuradeun.v6i1.174.

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Various studies showed that there are some points which affect students’ achievement; one of them is mathematics self-efficacy. Self-efficacy is feeling, trust, and confidence of affective behavior of students toward their ability. In learning process, the students find obstacles in solving their problem such as relating one representation to another representation. Previous studies indicated that students’ achievement of mathematical representation ability have obstacles because the students did not understand relationship between concepts, ideas, and materials to be represented. The other studies claimed that the higher students’ self-efficacy, the higher mathematical multiple representation ability (MMRA). It means that self-efficacy has positive correlation with mathematic ability. This article will discuss about role of mathematics self-efficacy toward ability achievement of mathematical multiple representation ability (MMRA) in solving mathematics problem in order to increase students’ achievement.

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Siregar, Machrani Adi Putri, and Eryanti Lisma. "THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL." Journal of Community Research and Service 3, no. 1 (August 27, 2019): 22. http://dx.doi.org/10.24114/jcrs.v3i1.14402.

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This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convinced that mathematics can be mastered. Based on theory, there are many factors that influence student's achievement in mathematics learning. In this study, researcher only took disposition factor. This research took place at Medan State 28 Junior High School which located at Karya Bersama St. No. 17 Medan Johor. The method of this study is a quantitative method with all of VIII class students which amount to 273 students and divided into 8 (eight) study groups. The data obtained by giving a questionnaire consisting of 19 statements. The data then analyzed by using simple linear regression analysis. The data analysis was performed by using SPSS 21 software for Windows. From the results of this study, it can be concluded that there is an effect of disposition on students' achievement in mathematics learning or in other words, students' achievements in mathematics learning are influenced by the disposition attitudes that students have in mathematics learning. The influence occurs in the disposition of achievement in mathematics learning is positive, that is equal to 6.6%.Keywords: Disposition, Mathematics Learning Achievement.

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Fomina, Tatiana. "Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 29, 2017): 33–40. http://dx.doi.org/10.18844/prosoc.v4i6.2909.

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This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;

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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.

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Milosevic, Nikoleta, and Dragan Janjetovic. "Non-intellectual predictors of achievement in mathematics." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 166–79. http://dx.doi.org/10.2298/zipi0335166m.

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Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003). Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother?s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home). Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.

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Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.

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The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.

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Karadag, Ruhan, and S. Serdar Keskin. "The effects of flipped learning approach on the academic achievement and attitudes of the students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.

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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.

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Setiana, Dafid Slamet, Nuryadi Nuryadi, and Rusgianto Heri Santoso. "The Correlation between Reasoning and Emotional Intelligence in Social Interaction to Mathematics Achievement." Hipotenusa : Journal of Mathematical Society 2, no. 1 (June 17, 2020): 21–25. http://dx.doi.org/10.18326/hipotenusa.v2i1.21-25.

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The objective of the research was to determine the correlation between reasoning, and emotional intelligence in social interaction to mathematics achievement. The research was conducted at SMP 5 Yogyakarta, Indonesia with 90 respondents who were selected by random sampling. The research verified the hypothesis used a survey method with correlation and regression technique approach. The research involved 3 (three) variables such as; mathematics achievement as the dependent variable and two other variables as the independent variables. They were reasoning and emotional intelligence in social interaction. The study found that there was a positive correlation between (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement; and (c) there was a positive correlation between reasoning and emotional intelligence in the social interaction to mathematics achievement. This study is expected to be a consideration for developing mathematical achievement through student reasoning, developing mathematical achievement through emotional intelligence in social interactions, and developing mathematical achievement through reasoning and emotional intelligence in social interactions.

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Afthina, Himmatul, Mardiyana Mardiyana, and Ikrar Pramudya. "The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 181. http://dx.doi.org/10.20961/ijsascs.v2i1.16706.

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The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.

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Wewe, Melkior. "THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT." Journal of Education Technology 1, no. 1 (May 3, 2017): 13. http://dx.doi.org/10.23887/jet.v1i1.10079.

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This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the learning achievement which used problem based learning model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement.

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Lagrimas, Juliet C. "Determining factor in Mathematics Achievements of the Freshmen College Students in an Asian Country." JPAIR Institutional Research 11, no. 1 (October 8, 2018): 148–60. http://dx.doi.org/10.7719/irj.v11i1.597.

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Mathematics Attitude Scale Instrument was designed to the measure attitude toward learning mathematics. Motivating students to learn has been a major issue for teachers; they find it difficult to make their students enthusiastic and interested to learn mathematics since it was viewed by many students as a difficult subject. In view of this, the determinants in mathematics achievement of the 105 freshmen college students were looked into. Descriptive design was utilized. Questionnaire and grade sheets were used to gather data which were interpreted using frequency counts and percentages, weighted mean, and chi-square. Findings showed that the level of determinants in terms of confidence in learning mathematics, motivation and teaching strategies in mathematics was high; the level of mathematics achievement was good; there was a significant relationship between the respondents' mathematics achievement and the confidence and motivation in learning mathematics; while there was no significant relationship existed between the respondents' mathematical achievements and strategies in teaching mathematics. This study concludes that the learners must be motivated either intrinsically or extrinsically. High-achieving students feel more positive about their problem-solving abilities.

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Kismiantini, Kismiantini, Ezra Putranda Setiawan, Adi Cilik Pierewan, and Osval Antonio Montesinos-Lopez. "GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL." Journal on Mathematics Education 12, no. 2 (April 12, 2021): 279–94. http://dx.doi.org/10.22342/jme.12.2.13690.279-294.

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Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.

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Alomar, Bader O. "Personal and Family Factors as Predictors of Pupils' Mathematics Achievement." Psychological Reports 101, no. 1 (August 2007): 259–69. http://dx.doi.org/10.2466/pr0.101.1.259-269.

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This study examined personal and family factors in prediction of mathematics achievement by Kuwaiti fourth graders (395 boys, 501 girls; M age= 10.0 yr., SD=8.0 mo.). Personal variables included sex, total achievement, perception of parental involvement, pupil's attitude towards school, and mathematics achievement. Family variables included parental education and parental involvement, views of school, and income. The data had good fit with the suggested model. Analysis showed variables which had significant direct association with mathematics achievement were total achievement and sex. Parental education, pupil's sex, and attitude towards school had significant indirect associations with mathematical achievement. Associations were direct for boys and indirect for girls on mathematics achievement, so sex had minimal total effects on mathematics achievement.

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Bottia, Martha Cecilia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns. "Foundations of Mathematics Achievement." Elementary School Journal 115, no. 1 (September 2014): 124–50. http://dx.doi.org/10.1086/676950.

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Liu, Lin. "Correlation Analysis between College Entrance Examination Mathematics Achievement and Higher Mathematics Achievement." Scholars Journal of Physics, Mathematics and Statistics 07, no. 04 (April 30, 2020): 46–50. http://dx.doi.org/10.36347/sjpms.2020.v07i04.002.

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Reic-Ercegovac, Ina, Morana Koludrovic, and Irena Misurac. "The contribution of the mathematics self-concept and subjective value of mathematics to mathematical achievement." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 162–97. http://dx.doi.org/10.2298/zipi1901162r.

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The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students? subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.

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Jihe, Chen, Jerito Pereira, Xinxin Li, Ying Zhou, Maximus Tamur, and Syaharuddin Syaharuddin. "Correlation between Mathematics and Physics Achievement of Senior High School Students." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 1 (June 13, 2021): 14–26. http://dx.doi.org/10.32939/tarbawi.v17i1.768.

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Physics and mathematics are the two most closely related natural rudimentary subjects. In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation and need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties. To explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were selected, and the data were analyzed with SPSS.22 software, and three students of different learning abilities were interviewed in detail. The innovation of this paper lies in the use of hierarchical research methods to compare classes of mathematics achievement and physics achievement. The conclusions are (1) in objective level, there is a positive linear relationship between math achievement and physics achievement; (2) on the subjective level, students accept the view that the performance of mathematics can promote the performance of physics; students' subjective cognition will affect their cognitive structure and learning behavior, to actively seek for the relationship between mathematical knowledge and physical knowledge, and then slowly affect the objective level of students, and then in mathematics and physics performance, and (3) applying mathematical thinking to physics learning can improve the efficiency of learning physics. Use mathematical knowledge of trigonometry to solve the force analysis problem of physical movement. This shows that math scores play a very important role in physics scores. Remind us that in the process of teaching, we should pay attention to the integration of mathematical ideas into physics learning, and help students to learn physics knowledge better with mathematical ideas.

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Ikpi Eyong, Emmanuel, Catherine Ugada, and Abubakar Aminu. "Indicators of Improved Achievement of Students’ in Mathematics." Universal Academic Research Journal 2, no. 1 (January 1, 2020): 29–37. http://dx.doi.org/10.17220/tuara.2020.01.3.

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Kontaş, Hakkı, and Bahadır Özcan. "Explaining Middle School Students’ Mathematical Literacy with Sources of Self-Efficacy, Achievement Expectation from Family, Peers and Teachers." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 198. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.198.

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The promotion of mathematical literacy depends on understanding the variables associated with mathematics learning. The purpose of the current research was to explore relationships between mathematics achievement with sources of mathematics self-efficacy and perceived mathematics achievement expectations of parents, teachers, and friends in middle school students. Participants of the research were 332 8th grade middle school students. The research findings showed that mastery experience, social persuasions, and family expectations significantly predicted mathematics achievement. Furthermore, the most powerful predictor of mathematics achievement was the mastery experience. In conclusion, mastery experience and social persuasions dimensions of sources of self-efficacy and mathematics achievement expectations from parents have associated effects on mathematics achievement.

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You, Sukkyung, Eui Kyung Kim, Sun Ah Lim, and Myley Dang. "Student and Teacher Characteristics on Student Math Achievement." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199142. http://dx.doi.org/10.1177/1834490921991428.

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Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.

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Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.

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Saija, Louise M. "ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES." Jurnal Magister Pendidikan Matematika (JUMADIKA) 3, no. 2 (November 6, 2021): 59–64. http://dx.doi.org/10.30598/jumadikavol3iss2year2021page59-64.

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This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the studentsâ€™ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.

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Chen, Jihe, Qiulian Zhao, and Yuxian Huang. "Research On The Correlation Between Mathematics And Physics Of The Senior High School Students." Mathline : Jurnal Matematika dan Pendidikan Matematika 6, no. 1 (April 11, 2021): 70–80. http://dx.doi.org/10.31943/mathline.v6i1.195.

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Materialist dialectics holds that the material world is generally connected, and the realization of the calculation, verification and other goals involved in physics requires the use of mathematical knowledge as the research tool and language, and the use of mathematical methods and mathematical ideas for reasoning and analysis, which shows that there is a close relationship between mathematics and Physics. Analyzing the influence of mathematics on physics from the perspective of data is helpful for teachers to improve the teaching process of physics, promote students' ability of mathematics application and physics learning, and improve the quality of high school teaching. In this paper, through statistical analysis and questionnaire research. The scores of mathematics and physics in a school were collected and analyzed by SPSS22.0 software. It is found that mathematics achievement has a significant influence on physics achievement. Then through the questionnaire survey of whether mathematics has an impact on physics, we get a positive answer from the perspective of students. The final conclusions are as follows: (1) there is a positive correlation between mathematics achievement and physics achievement; (2) more than half of the students can use mathematical methods to solve problems when learning physics; (3) most students hope that teachers can teach them how to use mathematical methods in physics learning. Through these conclusions, we can know that mathematics achievement has a very important impact on physics achievement. It reminds us that we should pay attention to students' mathematics education.

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Rokhmah, K. N., H. Retnawati, and P. Solekhah. "Mathematical resilience: Is that affecting the students’ mathematics achievement?" Journal of Physics: Conference Series 1320 (October 2019): 012036. http://dx.doi.org/10.1088/1742-6596/1320/1/012036.

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Abdul Hamid, Nor Haniza, and Nurzatulshima Kamarudin. "Assessing Students’ Mathematics Achievement and Mathematical Creativity using Mathematical Creative Approach: A Quasi-Experimental Research." Asian Journal of University Education 17, no. 2 (June 6, 2021): 100. http://dx.doi.org/10.24191/ajue.v17i2.13399.

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Abstract: There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison group. The findings showed that those participants who were exposed to MCA reported significant positive changes in both outcome variables (mathematical creativity and mathematics achievement) as compared with those from the control group. Based on the results, there was also a high correlation between mathematical creativity and mathematics achievement. The research revealed that MCA has enormous capabilities to promote creativity; hence it should be integrated into pedagogical approaches to foster higher-quality learning among students. Additionally, the research results may serve as a guide for educators in Higher Learning institutions to design innovative curriculum for pre-service mathematics teachers, especially those being trained to integrate creativity and character development into student learning. Keywords: Mathematical creative approach, Mathematical creativity, Mathematics achievement

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Moustafa, Ahmed A., Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi, and Abeer Eissa. "Mathematics, anxiety, and the brain." Reviews in the Neurosciences 28, no. 4 (May 24, 2017): 417–29. http://dx.doi.org/10.1515/revneuro-2016-0065.

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AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

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Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.

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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.

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Batool, Tahira, and Sofia Akhtar. "Investigating Cognitive Engagement of Eighth Graders in Mathematics Classrooms." Volume V Issue I V, no. I (March 30, 2020): 322–31. http://dx.doi.org/10.31703/gssr.2020(v-i).33.

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The main objective of the study was to analyze the association of mathematics achievement and cognitive engagement at the school level. The research was followed by a quantitative research method following a survey by administering a questionnaire on sampled 300 students for data collection. Half of them were male students and the other half were female students in District Lahore. Data were analyzed using inferential and descriptive statistics. The researcher has used two instruments first one mathematics achievement test and second students cognitive engagement in mathematic. The sample was selected by convenient sampling technique. The study revealed that students level of association of engagement and achievement was high. The study also revealed that gender difference exists in students mathematics achievement and students cognitive engagement. The study was also found a positive and strong relationship between students deep level strategies used in mathematics with achievement. This study recommends that the gender difference in mathematics achievement needs attention.

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Kim, Minsu. "Implementing Short-Format Podcasts for Preview on Mathematics Self-efficacy and Mathematical Achievement in Undergraduate Mathematics." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 166–82. http://dx.doi.org/10.31686/ijier.vol4.iss5.549.

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The aims o f this study were to examine the impact of the educational use of short format podcasts before class and to investigate students’ responses to the short format podcasts regarding mathematics self efficacy and mathematical achievement. Data was collected fr om 128 students in 6 sections of Intermediate and College Algebra for two semesters through pre and post tests , questionnaires including the Mathematics Self Efficacy Scale , and semi structured interviews . The data were analyzed by the two subgroups regar ding students who do not watch the short format podcast lectures (NSPL) before class and students who watch the short format podcast lectures (SPL) before class, and intermediate low and intermediate high students. T he results of this study showed that s hort format podcasts before class were vital to enhancing intermediate students’ mathematics self efficacy and their achievemen t and an appropriate format on the preview section of the study cycle. In addition, this study contributed to theknowledge of st udent learning with technology and applications of short format podcasts before class in mathematics education.

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Gilmore, Camilla, Sarah Keeble, Sophie Richardson, and Lucy Cragg. "The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement." Journal of Numerical Cognition 3, no. 2 (December 22, 2017): 400–416. http://dx.doi.org/10.5964/jnc.v3i2.51.

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Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.

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Enderson, Mary C., and Manveer Mann. "Student Performance in Mathematics: Should we be Concerned?" International Journal of Adult Vocational Education and Technology 9, no. 1 (January 2018): 59–72. http://dx.doi.org/10.4018/ijavet.2018010105.

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This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

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Delima, Nita, Yaya S. Kusumah, and Siti Fatimah. "Capaian Kemampuan Mathematical Thinking Siswa melalui Model Comprehensive Mathematics Instructions." Jurnal Elemen 7, no. 1 (January 30, 2021): 146–63. http://dx.doi.org/10.29408/jel.v7i1.2793.

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The national exam results show that students still have difficulty solving PISA standardization questions, reinforcing the reason why Indonesian students' mathematical literacy scores on PISA are still very low. This mathematical literacy is part of the mathematical thinking ability, so building it will impact students' mathematical literacy. The comprehensive mathematics instruction (CMI) model is thought to build students' mathematical thinking abilities. This study aims to describe students' mathematical thinking achievement who obtain learning with the CMI model. Besides, this study also analyzed the achievement of students' mathematical thinking through the CMI model by paying attention to the prior knowledge of mathematics (PAM). This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang. The results showed that the achievement of students' mathematical thinking through the CMI model differed significantly from students' mathematical thinking abilities through conventional models. The difference in the achievement of generalizing, conjecturing, and convincing abilities between students who get CMI model learning and those who get conventional model learning occurs in students with moderate PAM. Thus, the CMI model is effective for building students' mathematical thinking abilities.

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Faiziyah, Nuqthy. "Memorizing Qur’an and Mathematics Achievement." Mathematics Education Journal 2, no. 1 (May 14, 2018): 7. http://dx.doi.org/10.22219/mej.v2i1.5800.

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The aim of this research is to know the correlation between memorizingQur‘an and mathematics learning achievement. It is a quantitative researchusing linear regression. The sample was taken by purpose sampling technicand an elementary school in Sragen was chosen. The data source was adocument of the mathematics subject mark and the number surahmemorized. The result shows that there is a correlation between memorizingQur‘an and mathematics learning achievement. The regression linear modelwas able to be built. The coefficient of regression is 1.024. This shows thatmemorizing one surah of Qur‘an more would make the mathematicslearning achievement increases at 1.024 point. The coefficient ofdetermination is 0.365. The conclusion is that memorizing Qur‘an hascontribution to mathematics learning achievement This electronic documentis a ―live‖ template and already defines the components of your paper [title,text, heads, etc.] in its style sheet.

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LIU, Yun-Kun, and Sha TAO. "Gender Differences in Mathematics Achievement." Advances in Psychological Science 20, no. 12 (June 17, 2013): 1980–90. http://dx.doi.org/10.3724/sp.j.1042.2012.01980.

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Bull, Rebecca, and Kerry Lee. "Executive Functioning and Mathematics Achievement." Child Development Perspectives 8, no. 1 (February 11, 2014): 36–41. http://dx.doi.org/10.1111/cdep.12059.

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Shanley, Lina. "Evaluating Longitudinal Mathematics Achievement Growth." Educational Researcher 45, no. 6 (July 28, 2016): 347–57. http://dx.doi.org/10.3102/0013189x16662461.

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McNab, Christine, and Åsa Murray. "Family Composition and Mathematics Achievement." Scandinavian Journal of Educational Research 29, no. 2 (June 1985): 89–101. http://dx.doi.org/10.1080/0031383850290203.

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Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.

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In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

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Prediger, Susanne, Nadine Wilhelm, Andreas Büchter, Erkan Gürsoy, and Claudia Benholz. "Language Proficiency and Mathematics Achievement." Journal für Mathematik-Didaktik 39, S1 (February 13, 2018): 1–26. http://dx.doi.org/10.1007/s13138-018-0126-3.

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Purnomo, Yani. "Pengaruh Sikap Siswa pada Pelajaran Matematika dan Kemandirian Belajar Siswa terhadap Prestasi Belajar Matematika." JKPM (Jurnal Kajian Pendidikan Matematika) 2, no. 1 (September 30, 2017): 93. http://dx.doi.org/10.30998/jkpm.v2i1.1897.

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This survey research with double regression analysis is aimed at 1) acknowledging the impacts of both student’s attitude on mathematics and student’s learning independence on mathematical learning achievement all together 2) acknowledging the impacts of student’s attitude on mathematical learning achievement 3) acknowledging the impact of student’s learning independence on mathematical learning achievement. The research was conducted at SMP Negeri 2 Taman Sari, Bogor, West Java in 2015/2016 by using simple random sampling with 72 respondents taken from the number of affordable population reach as many as 255 respondents. The instrument used is test on variables of mathematical learning achievement and questionnaire on variables of student’s attitude on mathematics and student’s learning independence and all instruments have been empirically validated. Hypothesis is conducted with F test and test after the data fulfill in series of classic assumption test, i.e. normality test, linearity test and multicollinearity test. The research result show that 1) there are significant impacts of both student’s attitude on mathematics and student’s learning independence all together on mathematical learning achievement, 2) there are significant impacts of student’s attitude on mathematical learning achievement, 3) there are significant impacts of student’s learning independence on mathematical learning achievement.

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Callaman, Roar Abalos, and Estela Corro Itaas. "Students’ mathematics achievement in Mindanao context: A meta-analysis." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 2 (June 4, 2020): 148–59. http://dx.doi.org/10.23917/jramathedu.v5i2.10282.

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Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.

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Oke James, Ajogbeje,. "Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students’ Achievement in Mathematics." International Journal of Education and Literacy Studies 1, no. 1 (July 1, 2013): 15–22. http://dx.doi.org/10.7575/aiac.ijels.v.1n.1p.15.

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Journal articles on the topic 'Mathematics achievement'

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