Improving Mathematics Performance Through After-School Interventions: A Gender-Based Analysis of Low-Achieving Students

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.

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.

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.

Problem solving ability plays a central role in determining learner’s success in mathematics by promoting conceptual understanding. The present study explores the influence gender and problem-solving ability on mathematical achievement of secondary school students. To achieve the objectives of the present study, a survey technique under descriptive method of research was adopted. Total sample of 1518 grade 9 th school students were selected from different districts of Himachal Pradesh by employing a random sampling technique from different schools affiliated with Himachal Pradesh Board of School Education, Dharamshala. For measuring the student’s problem-solving skills and Mathematics Achievement, Problem-solving ability Test and Mathematics Achievement Test were used. Statistically data was analysed by employing Analysis of variance (Two Way ) for 2x3 factorial design of the study i.e. two types of gender and three level of problem solving ability ( i.e. high, moderate and low). Major findings of the study revealed that gender has a significant main effect on mathematical achievement of secondary school students. Further findings identified that problem solving ability has significantly influenced the mathematical achievement of students at secondary stage. In addition to this, results also indicated that gender and problem solving ability (in combination with each other) did not significantly affect the maths achievement of secondary school students.

Achievement in Mathematics at Kenya Certificate of Secondary Education (KCSE) examinations has been poor over the years. The low achievement has partly been blamed on teaching methods which do not actively involve learners in the learning process, depriving them of taking charge of their learning. The aim of this study was to investigate the effectiveness of cooperative learning strategy in enhancing students’ attitude in Mathematics in secondary schools in Meru South Sub- County. The study employed the Solomon Four-Group, Non-equivalent Control Group Design. The target population for the study was 2430 form three students in 44 co-educational secondary schools in Meru South Sub-County. The sample comprised 164 form three students from four co-educational schools within the Sub-County. Random sampling was used to select the four schools from a list of prequalified schools. Prequalification was based on the number of students, students’ entry behaviour, availability of teaching/learning resources and teachers' qualification. Simple random sampling technique was used to assign participating schools to experimental and control groups. A Mathematics Achievement Test (MAT). The instruments were piloted in Maara Sub-County in a co-educational secondary school with similar characteristics as the sampled schools. The reliability of the research instruments was estimated using Cronbach’s Alpha. A reliability coefficient of 0.79 for MAT was obtained. Validity of the instruments was ensured through expert judgment. Data was analyzed using both descriptive and inferential statistics. The study found that MAT mean score for male (3.21) was lower than that of female (4.52). further, the t-test analysis established that the difference was no statistically significant between the mean scores for female and male students at α=0.05 significance level (t (86)=11.87, p&gt;0.05).

The purpose of this study is to investigate the effects of teaching activities prepared with brain based learning model on mathematics success of primary school students. In the study, pre-test-post-test and permanence test half–experimental design with control group was used. The participants of the experiment consist of total 91 fourth-grade primary school student’s continuing education in Istanbul, and also taking part in experimental and control groups. Data were collected by using “Personal Information Form” prepared by the researchers and “Mathematics Achievement Test About the Subject of Natural Numbers in the Fourth Grade” also developed by the researchers. To analyze data, it was used for SPSS package program. According to the findings of the research, a significant difference has been found in favor of the experimental group regarding mathematics achievement of the fourth grade students and persistence of knowledge they have learned.

The home environment refers to the physical, emotional, and psychological atmosphere in which a child grows up. The home environment plays a vital role in shaping a student’s performance in mathematics. National Policy on Education (NPE, 1986) has envisaged that, “Mathematics should be visualized as the vehicle of communication to train a child to think, to reason, to articulate and to analyses logically. It should be treated as a concomitant to any subject involving analysis and synthesis. Different types of problem solving are critical to the discussion of problem solving and student achievement because of the potentially different impact on student achievement. The present study aimed to find out the relationship between achievement in mathematics and problem solving ability of high school students. A sample of 434 high school students was selected for data collection. Achievement Test in Mathematics constructed and validated by the investigators and Home Environment Scale constructed and validated by the investigators. Descriptive and differential analysis for further analysis and interpretation. Findings of the study revealed that High School students’ level of Achievement in Mathematics is average. High School students’ level of Problem Solving Ability is average. There is no significance difference between male and female High school students in their Achievement in Mathematics and Home environment. There is a significance difference between rural and urban High school students in their Achievement in Mathematics. There exist a positive and significant relationship between achievement in mathematics and Home Environment among high school students.

The present study was undertaken for comparative study of achievement in mathematics of urban and rural secondary students in relation to their aptitude for mathematics and emotional intelligence. The sample consists of 225 students comprised of 120 rural secondary students and 105 urban secondary students studying in government and private schools of Hoshiarpur district were selected as a purposive and random sample. Data was collected by Mathematics Achievement and Aptitude Test for mathematics was developed by the investigators and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were used. The data obtained were analysed statistically and the study revealed that mathematical aptitude was a significant predictor of achievement in mathematics, so schools and colleges should conduct mathematical aptitude test to ensure that students having aptitude for mathematics are properly guided and motivated. The results of the study also indicated that emotional intelligence was significantly correlated with achievement in mathematics.

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

Purpose:&#x0D; The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. &#x0D; Methodology:&#x0D; In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.&#x0D; &#x0D; &#x0D; &#x0D; Findings:&#x0D; The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.&#x0D; Unique Contributions to theory, policy and practice:&#x0D; This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.&#x0D; &#x0D; The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.

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.

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.

The education system and the higher education system are a main key to enter the occupational system in high-tech industries in science and technology areas—the most successful field in Israel in the last few years. This field ensures much higher income than the economy average and may also lead to social mobility. In order to admit these studies, the higher education system sets preliminary threshold terms as the student’s grade in mathematics matriculation test and the number of study units he studied. As a result, these two systems create a pyramid that as we go higher on it, the learner rate declines.In international perspective the State of Israel was ranked in the lowest places in quantitative literacy achievements in the years 2006-2018. In addition, Israel is one of the countries with the largest disparities among the OECD countries during all research years.This article will present findings from research literature that provide a general overview of student achievements in mathematics in Israel and in addition we will discuss the influence level of sociological factors on student achievement in mathematics.

The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills