Challenges Encountered in Teaching Four Basic Operations in Mathematics and Academic Performance among Pupils

The study was conducted to investigate the effect of teacher’s qualification and instructional material on students’ performance in Mathematics in Jos metropolis. Three (3) research questions and three (3) hypotheses were formulated for the study. A sample size of one hundred (100) students was selected for the study through simple random sampling technique. The research design used for the study was a descriptive survey design. A Questionnaire was used as instruments for data collection. Descriptive statistics of mean and standard deviation were used to answer the research questions and inferential statistics of chi-test was used to test the research hypotheses. findings of the study revealed that teacher qualification has significant effect on students’ performance in Mathematics in Jos Metropolis. The findings of the study showed that teacher’ years of teaching experience has significant effect students’ performance in Mathematics in Jos Metropolis. The study also revealed that the availability and teachers’ ability to use instructional materials has significant effects on students’ performance in Mathematics in Jos metropolis. It was recommended that the government and employers of teachers should recruit qualified teachers to teach Mathematics at the senior secondary school level. It was also recommended that Mathematics teachers with long term teaching experience should be assigned to teach the subject.

This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.

<p style="text-align:justify">This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.</p>

The aim of this study was to determine the competencies of K–12 mathematics teachers and their relationship to junior high school students' academic performance in mathematics. It uses a descriptive type of research design. The study utilized a survey questionnaire and document analysis to collect data from mathematics teachers and their students in five public schools. The collected data were analyzed using descriptive statistics, t-tests, and correlation analysis. The findings of the study revealed that the competency level of mathematics teachers in terms of dedication to teaching, knowledge of the subject matter, classroom organization and management, instructional organization and implementation, and profile characteristics of teachers like civil status and highest training attended significantly affected the mathematics performance of students. Additionally, civil status significantly impacted teachers’ competency level. There was no significant difference in teachers' IPCRF performance when grouped according to their profile characteristics. Moreover, there was no significant relationship between teachers' IPCRF ratings and students' mathematics performance. Based on the results, the study suggests a training plan for K–12 mathematics teachers, which includes identifying the competencies that need improvement, providing in-service training, and offering technical assistance to improve teaching competence and instructional implementation. Furthermore, parents can utilize the findings to identify their children's weaknesses and provide them with motivation to improve their academic performance.

The study primarily aimed to examine how multiple intelligence affects students' academic performance in terms of bodily-kinesthetic, interpersonal, intrapersonal, linguistic-verbal, logical-Mathematical, musical, naturalistic and visual-spatial. Focusing on the significant relationship between senior high school students' multiple intelligences and their academic performance. Using a descriptive-correlational and causal design, the study involved 256 Grade 11 students from the school year 2023-2024, selected through stratified random sampling. Data collection utilized adapted questionnaires, with analysis performed using descriptive statistics such as Frequency, Percentage, Mean, and Standard Deviation to present the level of multiple intelligences and academic performance among senior high school. Pearson Product Moment Correlation Coefficient was employed to examine the significance of relationships between two variables. Multiple Linear Regression with content analysis determined which variables singly or influenced significantly students' academic performance. Results revealed that among the multiple intelligences, intrapersonal is the highest to students with Very Satisfactory academic performance. Naturalistic and Visual-spatial have significant relationship with academic performance. Only Visual-spatial intelligence influence academic performance. It can be concluded that students learn in different ways based on the intelligence the possess. Thus, varied teaching approaches that engage different types of students can be the best way teachers may consider.

The study looked into i) the relationship that exists between test anxiety and secondary school students’ academic performance in Mathematics. ii) Whether there is difference between the academic performances of students with high and low test anxiety levels in mathematics. Two research questions and two hypotheses guided the study. A correlation survey design was adopted. The study population consisted of 42,299 senior secondary two (SS2) students offering mathematics 2021/2022 in Delta State, Nigeria and 1,650 of those students were selected using a multistage sampling procedure. Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was used as the instrument for data collection which had Cronbach Alpha coefficient of 0.69. The students’ achievement scores in Mathematics in SS1 for 2021/2022 session represent their performance scores in the subject. Pearson product moment correlation was used to analyze the collected data. The study’s findings revealed there was a negative correlation and also majority of the students experienced high test anxiety. There was no significant connection between test anxiety and students’ academic performance in mathematics. Also, there was a significant difference between students with high and low anxiety, and their academic performance in mathematics. In light of the findings, it was recommended among other things, that mathematics teachers, school guidance counsellors should make a concerted effort to reduce the test anxiety of their students through proper teaching and conditioning and modeling the behavior of the students for better mathematics performance.

The study examined the mediating effect of parental involvement on the relationship between mental health awareness and academic performance among Junior High School students in Mulanay District I, Division of Quezon. Using a quantitative descriptive-correlational design, data were collected from 646 students and their parents through validated questionnaires and a data retrieval form. Statistical analyses, including Spearman's Rank-Order correlation coefficient, mediation analysis, analysis of variance, and coefficient analysis, were used to determine the associations among variables. Results indicated that students demonstrated high levels of mental health awareness and satisfactory to very satisfactory academic performance. Parental involvement—particularly in financial and moral support—was also high. Findings revealed significant positive correlations among mental health awareness, parental involvement, and academic performance, with parental involvement serving as a mediating factor. The study highlights the crucial role of parents in strengthening students' emotional well-being and learning outcomes. Consequently, a Parental Therapeutic Approach was proposed to enhance family engagement and promote holistic student development.

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

The study was conducted using the descriptive-correlational method. Employing random sampling and Slovin's formula, a total of 365 undergraduate students of SPAMAST were the subjects of the study. Descriptive statistics were used to describe the socio-demographic profile, level of mental health, and academic performance of the students. Spearman correlation was utilized to investigate the relationship between the variables. Structural Equation Modeling (SEM) generated the structural model that best fits mental health and academic performance. Results revealed that the respondents have positive mental health and satisfactory academic performance. Through correlational analysis, results showed that emotional, social, and psychological well-being have no significant relationship to academic performance. Further, a structural equation model that best fits mental health and academic performance revealed that social and psychological well-being positively influences academic performance. In contrast, emotional well-being has a negative influence. Moreover, it was revealed that emotional well-being was highly correlated with social and psychological well-being. At the same time, social well-being is highly correlated with psychological well-being. Hence, cultivating any of these factors will significantly enhance the other factors. The obtained best-fit model can explain 28% of the data being considered for the study.

This study examined students’ attitudes, study habits, and academic performance in science using self-learning modules. This type of research is a descriptive-correlational design utilizing a standardized survey questionnaire. The research subjects were 174 secondary students in a public school. Data analysis used descriptive techniques, Pearson’s correlation coefficient, and multiple regression analysis. Findings revealed that students have a positive attitude toward science and have fair study habits. Students are very satisfactory in time management, concentration, goal setting preparation and follow-up, comprehension, and use of resources. Hence, students positively perceive that Science teachers in distance learning using the SLMs make science enjoyable and present material. This study concluded that using the self-learning modules, students have positive attitudes toward science, very satisfactory study habits, and most of the students have satisfactory academic performance. No correlation was found between students’ academic performance and attitudes toward science using self-learning modules and between academic performance and study habits in science. However, a positive correlation existed between students’ attitudes toward science and study habits using self-learning modules. This study will have important implications for education in the new normal, including improving student engagement and motivation by understanding the relationship between attitudes, study habits and academic performance will help educators to design self-learning modules that support students in developing positive attitudes, study habits, leading to improved engagement and motivation.

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Reading problem has been noted every year, particularly among pupils in Key Stage 1. These pupils are expected to know how to read upon passing the first stage in basic education. On this conjecture, the study aimed to determine the utilization of multisensory approaches in teaching reading among the 35 teachers of Grades 1 to 3. A quantitative descriptive research design was employed, utilizing a survey questionnaire as the primary data collection tool with a casual interview to verify responses. By checking the assumptions of a parametric test, the identification of an appropriate statistical test was observed to produce reliable results. The majority of the respondents were in the middle adulthood stage, predominantly females, who had gained sufficient experience by serving for at least 11 years, attending 3 to 5 related trainings, and having earned at least units in a master’s degree program. The perception of the respondents in the multisensory approach was at a high extent, indicating the utilization of the intervention at all times, while the academic performance of the pupils plateaued at a satisfactory level. The calculation further showed that there was an extremely weak or negligible association between the extent of multisensory approach utilization and pupils’ academic performance. Moreover, the extent of utilization of a multisensory approach did not differ among the respondents when grouped by age, sex, number of years in teaching, highest educational attainment, and school size.

Motivating learners is one of the most critical and challenging parts of teaching. As such, they differ in how they motivate students and their motivational strategies. This quantitative inquiry determined the motivational strategies of teachers and students’ academic performance according to age, civil status, teaching experience, highest educational attainment, and average monthly income. To answer the descriptive and inferential questions, a researcher-made questionnaire was utilized. It was revealed that the level of motivational strategies of teachers in the areas of (1) introduction of the lesson, (2) discussion of the lesson, and (3) assessment of lesson we're all on a high level. However, the results indicated that the respondents least prefer helping learners prepare for the discussion using a pre-formed questionnaire, informal classroom debates, and a strategy that allows learners to assess their peers and classmates' writing abilities and comprehension skills. Consequently, the level of learners’ academic performance was very satisfactory. Likewise, no significant differences in the level of teachers’ motivational strategies in the first and second areas when grouped according to age, civil status, teaching experience, and highest educational attainment. Additionally, no significant difference showed when teachers were grouped according to average monthly income in the first and third areas. It can conclude that most teachers are proceeding directly to lesson discussion and skipping the introduction to maximize class hours. Also, teachers have different motivational strategy preferences in engaging their learners. Likewise, they have a different mindset in motivating the lesson. As such, different strategies will positively influence academic performance. It is recommended that teachers be regularly subjected to seminars and training in pedagogical and instructional methods and other classroom management skill training to improve teaching practices and to help improve students’ academic performance.

The COVID-19 pandemic has changed the educational system, wherein the students’ learning process has been confronted with many factors that could affect their academic performance. Thus, this study aimed to determine the student’s academic performance and its predictors during the COVID-19 pandemic. A total of 143 students from a state university in Cagayan Valley, Philippines participated in the study by completing an online questionnaire via Google Forms. Multiple regression analysis was conducted to determine the predictors of academic performance. The results revealed that despite the pandemic, the students had shown very satisfactory academic performance. Moreover, certain socio-economic factors emerged as significant factors. These factors included monthly household income, the number of siblings employed, and the father’s employment status. Hence, teachers might design instructional activities and strategies that actively promote equity within the classroom.

Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.