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This study aimed to measure the relationship between teacher self-assessment score and student achievement in English and Mathematics. The researchers developed a Self-assessment Instrument for Teacher Evaluation (SITE) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan. Using a convenient sampling method, 279 English or Mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara were surveyed who self-evaluated their performance on the SITE II. Additionally, based on the Lahore Board’s annual matriculation examination results 2014, the achievement scores in English or Mathematics (n=7245) of students were also collected from teachers. The study found positive, weak or moderate, relationships between teacher evaluation scores and student achievement in English, as well as in Mathematics. The findings also revealed that Subject Matter Knowledge, Instructional Planning and Strategies, Assessment, Effective Communication, and Continuous Professional Development, individually, significantly predicted student achievement in English and Mathematics. The Subject Matter Knowledge, Instructional Planning and Strategies, and gender significantly explained 28% of the observed variance to predict student achievement in English. Only Subject matter Knowledge explained 12% of the variance in student achievement in mathematics.

This study investigated the relationship between socio-economic status, school-level variables and mathematics achievement of sixth graders in Kenya and Zimbabwe. The study is based on secondary data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). SACMEQ employed cluster-sampling procedures to collect data from 4412 students in 193 schools in Kenya, and 3021 students in 155 schools in Zimbabwe. A multilevel model (Hierarchical linear model) was used to analyse variation in student achievement in mathematics between and within schools. Owing to the nested nature of the data, the study utilised the Wiley and Harnischfeger model as a general framework for choosing variables and conceptualising multiple components of education. The findings in both countries showed that socio-economic status and school resources were significant predictors of mathematics achievement. The variable class size n Kenya was positively related to mathematics achievement, but in Zimbabwe a negative and significant relationship existed between class size and achievement. In Kenya school type was positively associated with mathematic achievement, but in Zimbabwe no such association existed. Additionally, 25–30% of the variance in student achievement in mathematics in both countries is explained by differences between schools. These findings suggest a disparity in mathematics achievement between schools in both countries based on class size and school type. Stakeholders can use these findings to make policies that help establish parity across the schools.

This study examined teachers’ experience and motivation as predictors of students’ academic achievement and interest in mathematics in Delta North Senatorial District. Two research questions and two corresponding hypotheses that guided the study were answered and tested, respectively. The study employed the correlational research design. Three research instruments which are the Teachers’ Demographics and Motivational Level Questionnaire, Students’ Interest Questionnaire and Students’ Mathematics Achievement Score were used to collect the data analyzed for this study. The data obtained from the study were analyzed using, Canonical Correlation, Multiple Regression. The result obtained from the study revealed that Experience was found to be a significant predictor of students’ academic achievement in mathematics, but did not significantly predict student interest in mathematics. Motivation was also, a significant predictor of academic achievement, but not a predictor of student interest. The combination of the teacher variables highly predicted student academic achievement in mathematics and explained a very large variance in the dependent variable with Motivation being a higher unique contributor in the variance explained than teachers’ experience. The combination of the teachers’ variables did not significantly predict students’ Interest in mathematics. It was recommended that mathematics teachers that are experienced should be made to teach mathematics at the Senior Secondary level in schools and as much as possible, these teachers should be motivated (monetary and non-monetary) by their employers.

The “Big-Fish-Little-Pond Effect” (BFLPE), an application of social comparison theory of educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Several studies have been conducted and results supporting and disagreeing with the theory have been documented. However, most of these studies were conducted in Europe, United States of America (USA), Asia and Australia. Relatively none has been conducted in an African setting and indeed in West Africa. The present study was therefore designed to provide empirical information on the tenability of the hypothesis in African setting. Three hundred and twenty eight Junior Secondary School Two (JSS II) students randomly selected from two schools (one academically selective school N= 194 and one non-selective school N = 124) in Ibadan, Nigeria, participated in the study. The responses of the students to mathematics self-concept questionnaire and their annual scores in Mathematics in JSS I were analysed using Pearson Correlation Coefficient, One-way Analysis of Variance andtwo-level multi-level models in which students (level 1) were nested within schools (level 2). Results show that there was a positive relationship between individual student’s annual score in mathematics and mathematics self-concept. High ability students had higher mathematics self-concept than low ability students. This was observed among the students in both schools. However, the mean score, in mathematics self-concept, of students in academically selective schools was higher than the mean score of students in non-selective schools. The two-level multilevel analyses models showed that individual student achievement in mathematics had positive and statistically significant effect on mathematics self-concept. This result laid credence on the findings of Marsh and his colleagues. However, school-average achievement in mathematics had non-significant negative effect on mathematics self-concept. These results show that mathematics self-concept may not be a function of whether the school is academically selective or non-selective. Therefore attending academically selective schoolmay not be detrimental for high ability student if he or she can maintain his or her high ability level.The result of the present study is a challenge to assertions of BFLPE, at least from an African setting.

The purpose of this study is to determine the predictors of mathematics achievement of fourth grade students’ during pandemic by considering academic grit and technology attitude variables. The participants of the study consisted of 246 fourth-grade students studying in public primary schools in Gaziantep province center, Oğuzeli and Şahinbey districts. “Academic Grit Scale”, “Attitude Towards Technology Scale” and “Mathematics Achievement Test” were the tools used to collect data. The results indicated that gender was not the primary factor on mathematics achievement, academic grit and attitude towards technology scores. The academic grit and attitude towards technology are found to be the significant predictors of mathematics achievement and academic grit affects mathematics achievement positively whereas technology attitude affects negatively. In the light of the findings obtained in this study, it could be better to develop activities that support and increase students’ academic grit and to focus on teacher and learner characteristics who integrate technology in their teaching and learning environment, respectively.

Bu çalışmada öz-yeterlik kaynakları ve matematik başarısı arasındaki ilişkiler incelenmiştir. Araştırma Konya merkezinde farklı ortaokullarda öğrenim gören 350 (%51’i erkek ve %49’u kız) yedinci sınıf öğrencisi ile gerçekleştirilmiştir. Öğrencilerin öz-yeterlik kaynaklarını belirlemek için matematik öz-yeterlik kaynakları ölçeği ve matematik başarılarını belirlemek için dönem sonu matematik ders notları kullanılmıştır. Verilerin analiz edilmesinde pearson momentler çarpım korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre, matematik öz-yeterlik kaynakları ve matematik başarısı arasında yüksek ve orta düzeyde anlamlı ilişkiler bulunmaktadır. Öz-yeterlik kaynaklarının matematik başarısı üzerindeki önem sırası; kişisel deneyimler, sosyal iknalar, fizyolojik durumlar ve dolaylı yaşantılar şeklindedir. Kişisel deneyimler, sosyal iknalar ve fizyolojik durumlar matematik başarısının anlamlı yordayıcılarıdır. Dolaylı yaşantılar ise matematik başarısı üzerinde anlamlı bir etkiye sahip değildir. Matematik başarısını yordayan değişkenler, matematik başarısındaki değişimin yaklaşık %59’unu açıklamaktadır. Elde edilen bulgular dikkate alınarak uygulamaya yönelik bir takım önerilerde bulunulmuştur.

This research aims to know the effect of Inquiry learning mode toward students’ mathematic achievement, the effect of students’ cognitive style toward students’ mathematic achievement the interaction effect between learning mode and students’ cognitive style toward students’ mathematic achievement at student grade VIII (Eight) SMP Negeri 6 Kerinci discrit academic year 2015/2016. The resarch conducted by using quasy experimental design research method follows nonequivalent control group design version by implementing factorial design 2 × 2. The population of the research are students of SMP Negeri 6 Kerinci discrit grade VIII odd term academic year 2015/2016. The study sample consisted of two class of experimental and one control class. Data is collected using two kinds of instruments namely instruments Group Embedded Figures Test (GEFT) to measure students' cognitive styles and mathematics achievement test students in essay form. Statistical test used is using ANOVA two paths to see the effect of the learning model and the effect of cognitive style on achievement as well as the interaction between the mathematical model of learning and cognitive styles of students towards mathematics student achievement. Further trials using t-test to see differences in student achievement based on students' cognitive styles. Result data analysis and statistical testing show that inquiry learning mode take effect toward Mathematic achievement, students’ cognitive style take effect toward Mathematic achievement, There is no interaction between learning mode and students’ cognitive style toward students’ Mathematic. Based on the results of this study it is suggested to the teachers, particularly the mathematics teacher that the implementation of the inquiry learning model can be developed as an innovation in teaching and learning process.

Psychology is one of the numerous factors that influences students' mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students' well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students' mathematics achievement. Moreover, teachers have a more substantial effect than parents' support, which does not significantly reduce the students' stress levels. The academic and emotional support of teachers and parents reduces students' stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students' mathematics achievement at the secondary school level.

This research study focused on the relationship between home background and students’ achievement in mathematics at the senior secondary school level in Rivers State, Nigeria. The ex-post-facto research design was adopted for this study, since already conducted mathematics test scores of the students were retrieved and used for the analysis. Furthermore, data were elicited through the home background and students achievement in mathematics questionnaire (HBSAMQ). A population of 10120 senior secondary II students were involved in the study out of which 4510 were chosen for the sample using the Yarrow Yamen’s formula. The data were analyzed using the Z-test statistic, means and simple percentages. The findings were that there is a significant relationship between home support for mathematics, socio-economic status of parents and students achievement in mathematics. DOI: 10.5901/jesr.2013.v3n2p283

Project Lead the Way (PLTW) has been developed to provide a rigorous engineering curriculum that allows high school students to learn about advanced engineering concepts and their application in various STEM-related subjects. The present study was designed to examine the effectiveness of PLTW curriculum on high school students’ mathematics and science achievement. Mathematics and science scores of students attending PLTW schools and students attending non-PLTW schools were compared using student data gathered from the 2016 State of Texas Assessments of Academic Readiness (STARR). In the present study, T-STEM schools were removed to avoid the impact of other STEM curricula on participants’ mathematics and science achievement. Scores on the mathematics STARR test were gathered from 804 students in PLTW schools and 805 students in non-PLTW schools, and scores from the science STARR test were gathered from 800 students in PLTW schools and 800 students in non-PLTW schools. The results indicated that the mean of students’ mathematics achievement in PLTW schools was higher than the mean of students’ mathematics achievement in non-PLTW schools ($d = {0.400, 95{\%} }\, CI =$[0.300, 0.498]). The mean of students’ science achievement in PLTW schools was higher than the mean of students’ science achievement in non-PLTW schools ($d = {0.197, 95{\%} }\, CI =$ [0.099, 0.295]).

This study investigated how were correlates with the parental involvement and the achievement of students in the urban and semi-urban type 2 schools in mathematics and science. The descriptive survey research design was employed to carry out this study. One hundred and ninety two (192) students from 16 type 2 schools in Batticaloa educational zone, Sri Lanka were stratified randomly selected for this study. The type 2 school was selected for maintaining the homogenous values. From the results of this study, parental involvement accounts for 26.1% of the total variance in mathematics achievement of secondary schools (R2= 0.261; p< 0.05) and 19.4% of the total variance in science achievement of secondary schools (R2 =0.194; p < 0.05). These percentages are significant at 0.05 level of confidence. It shows that parental involvement is an important predictor of mathematics and science achievement. There exists a significant difference in the parental involvement of urban and semi-urban type 2 school students (t = -8.12; p<0.05). Urban school students enjoy more parental involvement than their counterparts in the semi-urban school students. It shows that there is a correlation between parental involvement and male, female students in type 2 schools (t = -7.34; p <0.05), and also there is a significant difference in the academic achievement of male and female students in mathematics and science (t = -0.432 and, - 0.512 respectively; p < 0.05). It also shows the finding reports that, there is a significant difference in the academic achievement of mathematics and science with urban, semi-urban schools students (t = -9.142 and, -8.314 respectively; p <0.05). Teachers and Counselors need to enlighten parents on the need to personality get involved in the academic activities of their children.

Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in‐game progress. Among students with higher prior algebraic knowledge, higher in‐game progress was related to higher algebraic knowledge after the intervention. Higher in‐game progress was also associated with higher end‐of‐year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in‐game progress beyond the number of intervention sessions students completed. These findings advance research on how , for whom and in what contexts game‐based interventions, such as DragonBox, support mathematical learning and have implications for practice using game‐based technologies to supplement instruction. Practitioner notes What is already known about this topic DragonBox 12+ may support students' understanding of algebra but the findings are mixed. Students who solve more problems within math games tend to show higher performance after gameplay. Students' engagement with mathematics is often related to their prior math performance. What this paper adds For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay. Students who make more in‐game progress also have higher mathematics achievement, especially for students with lower prior achievement. Students who spend more time playing DragonBox 12+ make more in‐game progress; their demographic, prior knowledge and prior achievement are not related to in‐game progress. Implications for practice and/or policy DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra. DragonBox 12+ can engage students with mathematics across achievement levels. Dedicating time and encouraging students to play DragonBox 12+ may help them make more in‐game progress, and in turn, support math learning.

: In the assessment of M athematics, the policy makers have noticed that many students were quite able to learn the necessary formula and apply them to the limited range of textbook and test situation ; but when faced with novel problem, they fell short and showed that they were far from having understood the relevant concepts and conceptual relations. Therefore, an effective assessment is needed to promote students’ mastery of M athematical thinking through SBA ( School - Based Assessment ) . SBA is a formative assessment which provide the students’ progress from one level to another level. Teachers can create a diagnostic measure to detect the students’ progress from time to time. This provides an opportunity for teachers to correct any mistakes and improve students’ weaknesses immediately , so that these weaknesses are not accumulated. This study sought to recognize the teachers’ perception of the SBA effectiveness in increasing students’ achievement in M athematics. A total of 50 Mathematics teachers from S econdary S chools in Kedah , Malaysia participated in the survey. A 19-items questionnaire was employed to measure teacher’s perception on the SBA effectiveness and students’ scores in Mathematics . The data were analysed quantitatively using descriptive statistics and logistic regression . The result showed that the teachers’ perception on the SBA effectiveness in school had no statistically significant relationship with the students’ achievement in Mathematics. This finding implied that the teachers’ perception on the effectiveness of SBA practiced in school didn’t affect the students’ achievement in Mathematics. KEY WORDS: T eachers’ P erception ; S chool -B ased A ssessment ; M athematics ; E ffective A ssessment ; S tudents’ A chievement . About the Authors: Farhana Mohamad Radzi completed her Master specialize in Educational Psychology and degree in Mathematics at IIUM (International Islamic University of Malaysia) in Gombak, Kuala Lumpur, Malaysia. Siti Salwa Md Sawari is currently Ph.D. Candidate at the Faculty of Islamic Civilization UTM (Malaysia University of Technology) in Kuala Lumpur, Malaysia. Corresponding authors are: farhana.radzi@gmail.com and salwa.sawari@gmail.com How to cite this article? Radzi, Farhana Mohamad & Siti Salwa Md Sawari. (2016). “Recognize Teachers’ Perception of the School-Based Assessment (SBA) Effectiveness in Increasing Students’ Achievement in Mathematics” in EDUCARE: International Journal for Educational Studies , Vol.8(2) February, pp.139-146. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (November 27, 2015); Revised (January 27, 2016); and Published (February 28, 2016).

&lt;p style="text-align: justify;"&gt;In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.&lt;/p&gt;

A majority of KCSE candidates in Samia Sub-County have been performing below average in mathematics. Studies have been conducted to address this problem but significant progress has not been achieved. To address this problem, this study sought to examine achievement motivation as a predictor of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The study was anchored on achievement theory of motivation by McClelland (1985). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation scale. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p &lt; .05. Achievement motivation was also found to be a significant predictor of mathematics achievement. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject.