The Effect of Activities Congruent with Brain Based Learning Model on Students’ Mathematical Achievement

This study aims to determine differences in mathematical connection ability of students before and after the implementation of the Brain-Based Learning (BBL) model, to know the differences in the improvement of students' mathematical connection abilities between the application of BBL models and direct learning, knowing the feasibility of BBL models and student activities on trigonometry in class X Senior High School (SMA) in Singkawang. The method in this study is the experiment with the Quasi-Experimental design and non-equivalent pretest-posttest control group design. The sample in this study was determined by purposive sampling technique. The instruments used are mathematical connection ability tests, Learning Implementation Plan (RPP), implementation observation sheets, and student activity observation sheets. The results showed (1) there were significant differences in students' mathematical connection abilities when BBL models were applied, (2) there were differences in mathematical connection ability improvement between students who received BBL model with students who received direct model learning, (3) BBL model implemented very well in class X Senior High School, and (4) student learning activities are classified as active when applied BBL model in Senior High School.

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 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.

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.

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.

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

Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations

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

Purpose: This study examined the effect of non-digital game-based teaching methods on student achievement in mathematics particularly in fractions. Design/Methodology/Approach: A quasi-experimental design involving 100 students from primary schools in the state of Perak. Two groups (the control group and the experimental group) were formed where the control group went through conventional learning while the experimental group used non-digital gamification learning methods. Data was collected using four instruments: the fraction topic mathematical achievement test, the math textbook (control group), the math textbook and fraction gamification kit (experimental group) and observation. Findings: Studies show that students who use NDGBL score better in math achievement tests (fractions) than those who study topics using conventional methods. There is a better effect on changing student behavior when using the NDGBL method than the conventional method. Implications, Conclusion and Contribution of Literature: This study provides empirical evidence about the NDGBL method for learning fractions. Findings also suggest that NDGBL is an innovative method that is still relevant and can be used to increase human capital and learn about fractions and mathematics.

The study aims to identify the effect of Needham’s Constructive Model on the achievement of the 2nd year intermediate students in Mathematics and their attitudes towards it. The researchers used the experimental design of partial control for the control and experimental groups. The study sample is 68 students, where the experimental group is 34 students, and the control group is (34) students. The researchers prepared two scales as achievement test, which include (30) multiple choice items. Items psychometric properties and statistical analysis have been got, and a scale of attitudes towards mathematics that includes (30) items with three alternatives. Items reliability, validity, discrimination coefficients are got. The two groups were rewarded in the variables of age and previous achievement in mathematics, IQ test and attitudes scale. After applying the experiment and the two study tools on the study sample, the results showed that there were statistically significant differences at the level (0.05) in favour of the experimental group in achievement and attitude towards mathematics. Key words: Needham’s model attitudes toword mathematics

The aim of this study was 1) to determine the students 'response to the use of interactive multimedia-based edutainment 2) the improvement of students' mathematics achievement 3) to determine the effect of the use-based interactive multimedia edutainment to increase student mathematics achievement. This research is a quantitative method used was experimental research design pretest posttest control group. The population in this study were students of class VII MTs.KHAS Kempek Cirebon 2015-2016 school year. Sample class VII E as the control class VII and class C as the experimental class. Data collection techniques in this study a questionnaire and tests. Based on the results of data processing, showed that students responded very well to the use of interactive multimedia-based edutainment. This is evidenced by the average percentage of each indicator by 84%. Mathematics achievement test results of students in the experimental class to change the value of an average of 48,75 while in the control group experienced changes in the average value of 34,04. Based on the results of regression testing using SPSS 21.00 correlation coefficient (r) = 0,777 which is included in the category of strong and coefficient of determination () = 0,603, or 603%. The regression equation is Y = -114,714 + 1,561X. This equation has a coefficient of linear regression direction (b) = 1,561 is positive, meaning that the response of students moved up one unit, then the student achievement in mathematics will increase 1,561 times. Statistical analysis showed that tcount> table = 8,273> 1,68. This means there is significant influence based interactive multimedia edutainment use to increase student mathematics achievement. The magnitude of effect was 60,3% and the rest influenced by other factors. Key Words: Based Interactive Multimedia Edutainment, Learning Achievement

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

Despite growing global interest in improving mathematics outcomes, there has been limited empirical research in Nigeria that has rigorously evaluated the impact of structured after-school intervention programs on low-achieving students, particularly through a gender-based lens. This study addresses this gap by examining the effectiveness of after-school mathematics instruction on the performance of senior secondary school students in Oyo State, Nigeria. The researchers adopted a quasi-experimental pretest–posttest control group design with a 2 × 2 factorial structure. The sample consisted of 92 purposively selected low-achieving students (47 males and 45 females) from eight public, co-educational secondary schools, who were randomly assigned to experimental and control groups. Over the course of six weeks, the experimental group received structured after-school mathematics lessons that targeted foundational skills, while the control group continued with conventional classroom instruction. Data was collected using a researcher-developed Mathematics Achievement Test (MAT), which was validated by mathematics education experts and yielded a Cronbach’s alpha of 0.82. Analysis of Covariance (ANCOVA) revealed a statistically significant improvement in the mathematics achievement of students in the intervention group (F(1, 87) = 114.88, p < 0.05), with a large effect size (Partial η2 = 0.569). Although no significant interaction effect between gender and treatment was observed (F(1, 87) = 0.208, p > 0.05). This study contributes to the limited literature on gender-responsive after-school interventions in sub-Saharan African contexts. Findings support the implementation of targeted support programs to enhance mathematics outcomes for struggling learners, regardless of gender.

Music is concerned with the physical and emotional wellbeing of any human being. Listening to pleasant music in the background while doing an arduous task can make it seem so much easier, or in some cases, music may not increase positive attitude, but will ease the strain of an activity. This study assessed whether music blended teaching helps the learners who face difficulties while learning mathematics. The sample consisted of 42 students identified with mathematics learning disability. The experimental group was taught mathematics with violin instrumental music played in the background of the Mathematics classroom. The control group was taught through conventional teaching. The treatment lasted for 44 days, 45 minutes per day. For collection of relevant data, the investigator used two standardised tools namely, Coloured Progressive Matrices (CPM) and PrWi’s Mathematical Ability Test (PMAT). The self-made tools were: Mathematics Achievement Test (MAT), Scale on Interest in Mathematics (SIM) and Mathematics test Anxiety Scale (MAS). The pre and post-test analyses disclosed that the experimental group students exhibit lesser mathematics test anxiety in the post-test than the pre-test. In the gain scores it was found that both the control and experimental groups did not show any difference in the achievement, interest and anxiety scores in mathematics. In delayed post-test, the experimental group showed better performance in the learning objective - knowledge than the control group. Also the experimental group students with high level intelligence exhibited better scores in the learning objective – knowledge than the counter parts in control group. No significant difference was found in the delayed post-test in interest and anxiety of both the control and experimental groups. It is also true with regard to the level of intelligence.

In the study, the effects of STEM activities applied to primary school fourth grade students on students' attitudes towards STEM, 21st century skills and mathematics achievement were analyzed. Sequential exploratory design was used in the research, which was carried out as a mixed method. In the quantitative part of the research, time series design, one of the semi-experimental designs, was used. The study group consists of 34 primary school fourth grade students. Quantitative data were collected with the STEM Attitude Scale, the 21st Century Creativity and Renewal Skills Scale, the Scratch Achievement Test and the Mathematics Achievement Test. On the other hand, qualitative data were collected with a Semi-Structured Interview Form. Descriptive statistics, ANOVA for Repeated Measures, and dependent groups t-test statistics were used in the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques and presented in tables. As a result of the research, it was determined that STEM education has a significant effect on the attitudes of primary school fourth grade students towards STEM and their 21st century skills. It has been figured out that the effect of STEM education on increasing the mathematics achievement of primary school fourth grade students is not significant. Students reported that STEM education activities were fun, useful and instructive. With STEM implementations, students' attitudes towards science, technology, engineering and mathematics have changed positively; They stated that 21st century skills such as communication, cooperation, creativity and critical thinking have developed.