Relationship between Achievement in Mathematics and Problem Solving Ability of High School Students

A positive learning experience stems from active engagement with the lesson and greater interaction in learning activities. This study investigated the types of learning experience of students in Bato School of Fisheries, Leyte, Philippines such as Hands-on, Minds-on and Authentic Learning. Also, the study analyzed the students’ level of achievement in learning mathematics under each type of learning experience. The study employed a random of 25% of the grade 7 students for experimental design that involves qualitative and quantitative approach. Result shows that the Hands-on learning experience of students is in beginning level which needs a proper guidance of the mathematics teacher. It is shown that students are more capable of Hands-on group activities in mathematics. For Minds-on learning experience, students are also in beginning level, however, it is found out that they are good in critical thinking processes which create and recreate mathematics concepts for the core topics. Furthermore, authentic learning experience is in beginning level, lowest among the 3 types of learning experience. This means that students must develop their problem solving skills in mathematics with the aid of suitable teaching strategies. Anyhow, it is found out that these students have a proficient level in mathematics achievement probably by their past knowledge. Hence, a good level of achievement in mathematics can be maintain or improve through enhancing the 3 types of learning experience especially the authentic aspect. Corresponding author: Leomarich F. Casinillo DOI:

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.

Problem-solving skills related social-scientific issue in society’enviroment need to be owned by students. This capability can be trained by PBL (Problem Based Learning) model. The purpose of this research is to analyze problem solving abilities of students. The type of this research is quasi experiment with one group pretest-posttest design. Sample of the research is X grade students from SMA N 1 Semarang and SMA Ksatrian 1 Semarang. The result consisted of primary outcome in the form of capability, N-gain value and classical content mastering as well as secondary outcome covering the implementation of learning, teacher's response and student's response. Based on the result, the average of problem solving ability SMA N 1 Semarang increased from 70% to 79,5%, while SMA Ksatrian 1 Semarang increased from 59,5% to 73%. Completeness of classical learning SMA N 1 Semarang, class X MIPA 7, 97% and class X MIPA 9, 79%. The completeness of classical learning SMA Ksatrian 1 Semarang, class X MIPA 3, 80% and class X MIPA 5, 65%. N-gain value of SMA N 1 Semarang 0,553 and SMA Ksatrian 1 Semarang 0,433 in medium category. The conclusion of this research is the utilization of social issue with PBL model can improve problem solving ability on ecosystem’learning in SMA.

Research Full Paper - Computer Science majors lack gender diversity in Brasília, Brazil. Women are an underrepresented minority group in these majors. At the University of Brasilia, one of the top ten universities in Brazil, female undergraduate students account for less than 15% of the students in the Department of Computer Science. In an effort to understand the lack of interest in Computer Science majors among women, this paper addresses the following research questions: 1)Are female students in high school aware that Computer Science majors are predominantly male? 2)Are families of girls from Brasília supportive of their enrolment in Computer Science majors? 3)Do girls from Brasília think that Computer Science majors need a lot of Math? 4)Do female students in high school think that it is difficult to get a job in the field of Computing, with a good salary, and sufficient leisure time? and 5)Which factors influence a female student's choice of a Computer Science major? We devised a questionnaire and applied it to female students in middle and high school on two occasions, in October 2011 (1391 responses) and in July 2019 (429 responses). This paper presents the analysis of the data from the responses, which indicates that the girls' perceptions of Computing have not changed in those years.

The Effect of Attribution Retraining on the Academic Achievement of High School Students in Mathematics

The low learning outcomes and problem-solving abilities of students in Palu City are the driving force for finding a student-centered learning model that can improve the problem-solving abilities of high school students in Palu City. This research method is a quasi-experimental design with an intact group comparison design consisting of two groups, namely the experimental class with the RADEC Model learning treatment with a differentiated learning strategy and the control class with direct learning models. The study population was 3656 students, while the sample was 186 students in the experimental class and 186 students in the control class. The researcher selected the sample by purposive random sampling technique. The instruments used were problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with a differentiated learning strategy had a greater impact when compared to the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City, with a significance value of p = 0.000. The average score of problem-solving ability of students who follow the RADEC learning model is 79.63. While the average score of problem solving of students who follow the direct instruction model is 50.72 that the difference in the impact of the learning model is 28.91. The RADEC learning model does not have a different impact on the mathematical problem-solving ability of high school students in Palu city based on learning styles, so that teachers can implement it in classes that have heterogeneous students in terms of learning styles.

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 research is a quantitative research that aims to apply the Indonesian Realistic Mathematics Education (PMRI) approach in learning mathematics as an effort to improve the mathematics ability of high school students. Low math skills directs researchers how to improve math skills through the application of the PMRI approach using everyday life problems in learning mathematics. Mathematical skills in question are students' abilities in mathematics proficiency tests through conceptual understanding, reasoning, and problem solving exercises. This study aims to improve junior high school students through the PMRI approach in the teaching and learning process supported by appropriate learning tools. To achieve this, the method used in this study is a quantitative method with an experimental design. Meanwhile, to measure student responses and activities, this study used a qualitative approach. Quantitative data were analysed using statistical analysis techniques, namely t-test, while qualitative data were analysed using descriptive analysis techniques. The specific objective to be achieved in this research is to provide adequate teaching materials using the PMRI approach which innovatively supports the improvement of the mathematics abilities of junior high school students. Based on data analysis and hypothesis testing, there is a significant increase in students' mathematical abilities when using the PMRI approach rather than using the conventional approach. Furthermore, student responses and activities during the learning process with the PMRI approach are included in the specified category

Nowadays, critical thinking ability is one of the most important skills in the 21st century; however, not many high school students have a good critical thinking ability in English. Therefore, the aim of the research is to improve the critical thinking ability of high school students by organizing activities for students to debate in English. The specific objectives are to investigate the current situation of critical thinking ability among high school students as well as organize activities for students to debate and then evaluate the impacts of debating activities on their critical thinking ability. To conduct the study, a mixed-method research design, which combines qualitative methods and quantitative methods, was used along with the survey. There was 16 grade 10 students from CTN Debate Club at Thai Nguyen Specialized High School, Vietnam, who volunteered to take part in the research. All of these students were required to take part in speaking pre-test and post-test as well as pre and post-questionnaire about their opinions of using debating activities. The results show that using debating activities played a significant role in improving and enhancing the critical thinking ability of high school students. Students’ feedback concerning the use of debating activities are, in general, also quite optimistic. Besides, the research proposes some suggestions for minimizing the drawbacks of using debating activities to enhance the potentiality of this method and make it more interesting, meaningful and effective.

This study aims to identify the effects of STEM training on the academic achievement of 4th graders in science and mathematics, as well as their views about STEM training. The study group consisted of 4th graders with similar science and mathematics achievement levels from two separate elementary schools with similar socioeconomic profiles in Nigde. The study used the quasi experimental pre test-post test control group model. The data were collected by using the Science Achievement Test, Mathematics Achievement Test and a semi-structured interview form. The results showed that STEM training affects science and mathematics achievement, students have positive views about the training, wish to see more of it in future courses, and may consider choosing STEM areas for their future careers.

Purpose:
 The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. 
 Methodology:
 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.
 
 
 
 Findings:
 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.
 Unique Contributions to theory, policy and practice:
 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.
 
 The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

Research findings on gender and other student related, teacher related and school related factors affecting students’ performance in mathematics are still debatable. With the recent trend of poor performance in mathematics recorded in both district and national performance statistics in the Assin North District, this present study examined gender factor and other significant factors causing disparities in mathematics performance among high school students. A mathematics achievement test and questionnaires were employed to collect data from a representative sample of 500 final-year students from three public senior high schools in the Assin North District, Ghana. Data were analysed descriptively and quantitatively using independent t-test and probit regression. Results show that male students did better than female students in the mathematics achievement test. The differences were statistically significant at .05 significance level. Aside gender, self-assurance and self-regard were identified as significant student related factors affecting the mathematics performance among senior high school students in the Assin North District. Teacher subject matter knowledge, teacher methods and teacher-student interaction were also significant teacher related factors affecting performance in mathematics. Finally, teacher motivation and school environment were identified as significant school related factors affecting mathematics performance among the senior high school. Other factors such as students’ socioeconomic background and teaching resources had effect on students’ performance but they were not statistically significant. The study recommends that senior high school mathematics teachers should employ gender responsive pedagogies in their teaching practices. It is also recommended that professional learning communities should also be formed at school levels to enable mathematics teachers improve upon their knowledge, motivation and teaching styles.

Mathematical problem-solving ability is part of the main goal of learning mathematics. This study aims to analyze the problem-solving ability of high school students in solving problems with function material. So get a description of students in understanding the problem, devise a plan, carry out the plan, and look back in solving problems. This research is qualitative research using descriptive method. The study conducted on the tenth grade students of SMA Negeri 2 Telukjambe Timur, Karawang Regency. The instrument consists of solving the problem of function material which was adopted from the teaching materials of the 2017 revised edition of the curriculum compulsory textbook. The data analysis technique carried out consisted of three stages, namely analyzing the result of students' answers, presenting data from the analysis, and making conclusions from the results of research on students' mathematical problem-solving abilities.The result of this article provides an overview of problem-solving abilities in solving functional problems carried out by high school students related to mathematical problems.

This study aims to determine the level of problem-solving ability of high school students in Soppeng Regency. The type of research used is descriptive with a quantitative approach. The study population includes all public schools in Soppeng Regency, with a sampling technique using Cluster Random Sampling. The total sample taken was 134 students. The instrument used was a problem-solving ability test that had been tested for validity and reliability. The data collection technique was carried out by providing test instruments to students/respondents who had been appointed. Data analysis was carried out using quantitative descriptive analysis methods. The results showed that the average score of students' problem-solving ability was 74.41, which was included in the high category. Frequency distribution data also indicated that 84% of students were in the high category. The highest indicator of problem-solving skills was the ability to identify problems, with an average value of 97.68, which was included in the very high category..Keywords: Skills, Problem Solving, Biology, Soppeng

This study examined the relationships between factors contributing to high school students’ mathematics achievement. Three hundred fourteen high school students participated in the study. We collected the data through the “Self‐Efficacy Scale for Mathematics Literacy,” “Bidimensional Mathematics Anxiety Scale,” “Mathematics Self‐Efficacy Scale,” “Attitudes Towards Mathematics Scale Short Form,” and mathematics exams. For this purpose, we proposed a theoretical model and tested the assumptions based on the model with path analysis. The results showed a positive and significant relationship between mathematical literacy self‐efficacy with mathematics self‐efficacy perception and attitudes towards mathematics. In addition, mathematics self‐efficacy perception had a positive and significant relationship with attitudes towards mathematics and a negative and significant relationship with mathematics anxiety. Also, attitudes towards mathematics had a positive and significant relationship with mathematics achievement, and mathematics anxiety had a negative and significant relationship with mathematics achievement. For every individual to use mathematics to meet basic life skills, all stakeholders of education, especially teachers, need to understand its importance, resources and how they can empower individuals in this aim. The relationships revealed in this study will serve the development of this understanding.