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Journal articles on the topic 'Classroom Participation in mathematics and Learning achievement in Mathematics'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Bijoya, Saha. "A STUDY OF IMPACT OF MATHEMATICS ANXIETY ON MATHEMATICS LEARNING ACHIEVEMENT AND CLASSROOM PARTICIPATION IN MATHEMATICS OF UPPER PRIMARY STUDENTS IN WEST BENGAL." INTERNATIONAL EDUCATIONAL JOURNAL OF SCIENCE AND ENGINEERING - IEJSE 7, no. 10 (2024): 01–11. https://doi.org/10.5281/zenodo.15608583.

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Mathematics anxiety and classroom participation in mathematics are two potential variables which may impact on learning achievement in mathematics in different ways. <strong>Aim of the study</strong> This study aimed to find out the impact of mathematics anxiety on learning achievement and classroom participation in mathematics of upper primary students. <strong>Methodology</strong> 200 students of classes VII and VIII (WBBSE) were selected through stratified randomly sampling method form urban and rural areas of Kolkata and South 24 parganas districts. Mathematics Anxiety Scale and Mathematic

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Kim, Hwan-Cheol, and Soon-Ja Kang. "A Study of Teaching Math Underachievers Using Flipped Classroom." Korean School Mathematics Society 20, no. 4 (2017): 521–36. http://dx.doi.org/10.30807/ksms.2017.20.4.009.

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Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their grade of mathematics. The purpose of this study is to examine how teaching underachievers in 10th grade using flipped classroom affects the scholastic achievement of students in mathematics and their mathematical effective domain, while providing both teachers and learners with useful information. Targe

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Sapkota, Hari Prasad. "Participation and Achievement in Mathematics: A Gender Perspective in Secondary School of Nepal." Research Journal 9, no. 1 (2024): 46–61. https://doi.org/10.3126/rj.v9i1.74416.

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This study sought to examine gender perspectives in participating in mathematics classes, interacting with teachers and peers, and the learning environment within schools for female students. The objectives of this study were to find the gender difference in the mathematics achievement of students and to identify the effect of gender in classroom participation of mathematics students at secondary school. A cross-sectional survey with 294 students from Ilam district was surveyed. Univariate and bivariate analysis were used to find the significant difference on achievement and chi-square test wa

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Turner, Julianne C., and Helen Patrick. "Motivational Influences on Student Participation in Classroom Learning Activities." Teachers College Record: The Voice of Scholarship in Education 106, no. 9 (2004): 1759–85. http://dx.doi.org/10.1177/016146810410600905.

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This study examined how one type of student work habit—classroom participation—is related to a combination of both student factors (math achievement, personal achievement goals, perceptions of classroom goal structures, and teacher support) and features of the classroom context (teachers’ instructional practices, average perceptions of classroom goal structures). We focused on the participation of two students in mathematics class during both sixth and seventh grades. Differential teacher expectations, calling patterns, and instructional and motivational support and nonsupport interacted with

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XAYAPHET, Keodavanh. "The impact of applying the flipped classroom model in professional training for preservice mathematics teachers on the promotion of self-directed learning and the ability to participate in learning." Hue University Journal of Science: Social Sciences and Humanities 133, no. 6D (2024): 181–96. https://doi.org/10.26459/hueunijssh.v133i6d.7373.

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The flipped classroom model has been used in many fields of education for over a decade, from kindergarten through university. Flipped learning management plays a vital role, especially during the time when the world is facing the spread of the COVID-19 disease. It can be seen from the study’s results on the use of the flipped classroom model that there are factors that have a positive effect on academic achievement and student satisfaction. However, there are still challenges to the use of the flipped classroom simulation model in the field of professional training for mathematics teacher stu

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Daniati, Arga. "PENINGKATAN AKTIVITAS BELAJAR MATEMATIKA PESERTA DIDIK KELAS XI KR3 SMK NEGERI 3 YOGYAKARTA MELALUI PEMBELAJARAN KOOPERATIF TWO STAY TWO STRAY." Jurnal Pendidikan Vokasi Otomotif 1, no. 2 (2019): 71–84. http://dx.doi.org/10.21831/jpvo.v1i2.24577.

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Based on the low participation of the student during the classroom activities, this study aimed to improve students’ participation and academic achievement on Mathematics. The procedures of this study consisted of planning, implementation, observation, and reflection. There were 24 students of Class XI KR 3 SMK N 3 Yogyakarta 2013/2014 participated in this study. Data were obtained through observation sheets, student worksheets, test, and notes. This study implemented a Cooperative learning model action at Two Stay Two Stray. The students were divided into 6 groups (each group consisted 4 stud

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Yin, Ming. "Participation Patterns and Effectiveness of Out-of-School Time Mathematics Classes." International Journal of Research in Education and Science 6, no. 3 (2020): 501. http://dx.doi.org/10.46328/ijres.v1i1.1132.

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Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more visible in East Asia. Relying on multilevel ordered logistic regression and generalized propensity score analysis; this study investigated the participation patterns and effectiveness of OST mathematics education in Shanghai, China. Family socioeconomic

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Yin, Ming. "Participation Patterns and Effectiveness of Out-of-School Time Mathematics Classes." International Journal of Research in Education and Science 6, no. 3 (2020): 501. http://dx.doi.org/10.46328/ijres.v6i3.1132.

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Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more visible in East Asia. Relying on multilevel ordered logistic regression and generalized propensity score analysis; this study investigated the participation patterns and effectiveness of OST mathematics education in Shanghai, China. Family socioeconomic

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Siswanto, Deny Hadi, Arga Bagus Pratama Dyah Aan Firman Syah, and Hary Kuswantara. "DIFFERENTIATED LEARNING STRATEGIES FOR ENHANCING ENGAGEMENT AND ACHIEVEMENT IN MATHEMATICS: A CLASSROOM ACTION RESEARCH STUDY." Jurnal Padamu Negeri 2, no. 3 (2025): 100–107. https://doi.org/10.69714/55abts08.

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This study aims to enhance students' engagement and mathematics achievement through the implementation of differentiated learning. The method employed is classroom action research conducted in two cycles, each consisting of planning, action implementation, observation, evaluation, and reflection stages. The research was carried out during the odd semester at SMK Muhammadiyah 1 Sleman with the participation of 28 students from the XI Automotive class. The findings reveal a significant improvement in students' engagement and learning outcomes. In the first cycle, the average engagement score was

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Neema, Tshering. "Strategies for Improving Student Achievement in Mathematics in Grade 10 Board Examinations." Journal of Humanities and Education Development 7, no. 3 (2025): 1–8. https://doi.org/10.22161/jhed.7.3.1.

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This study looked into the reasons behind the poor mathematics performance i Grade 10 students in one of the Higher Secondary Schools in Dagana, Bhutan, and considers practical ways to raise their academic standing. The study used a qualitative research methodology, gathering data through group discussions involving four mathematics teachers and one-on-one interview with two mathematics teachers’ interviews, two classroom observations. It also involved two focused group with 15 students in each group. The results showed that the main issues influencing students' performance were a lack of stud

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Acharya, Nara Hari. "Overview of Cooperative Learning Strategies in Mathematics Teaching and Learning." Innovative Research Journal 3, no. 2 (2023): 87–95. http://dx.doi.org/10.3126/irj.v3i2.61802.

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This conference paper aims to provide an overview of the potential benefits and challenges associated with implementing cooperative learning strategies in mathematics education. By examining various cooperative learning models and their impact on students' learning outcomes, the paper highlights the importance of collaboration and group work in promoting deeper understanding, higher achievement, and improved attitudes toward mathematics. Traditional instructional methods often rely on individual work and teacher-centered approaches, which may limit students' engagement and development of mathe

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Hasbi Hasidik and Nita Putri Utami. "Evaluasi Pembelajaran pada Mata Pelajaran Matematika: Antara Harapan dan Kenyataan di Kelas." Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa 3, no. 4 (2025): 127–32. https://doi.org/10.62383/algoritma.v3i4.629.

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This study aims to evaluate the implementation of evaluation and assessment in mathematics learning at MAN 1 Padang, focusing on the gap between the ideal expectations and the reality in the classroom. Using a descriptive qualitative approach and semi-structured interviews with mathematics teachers of grades 10, 11, and 12 conducted in May 2025, this study analyzes the evaluation practices, challenges encountered, and the alignment between expectations and actual practice. The results indicate that mathematics evaluation is still dominated by written tests that inadequately measure students' c

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., Pujiati. "PENERAPAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA TENTANG BENTUK ALJABAR." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 4, no. 1 (2021): 11–16. http://dx.doi.org/10.55215/jppguseda.v4i1.3109.

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APPLICATION OF STUDENT TEAM ACHIEVEMENT DIVISION MODEL TO IMPROVEMENT OF STUDENTS’ ACHIEVEMENT IN MATHEMATICS ABOUT ALGEBRAIC FORMThe Research used a Classroom Action Research (CAR) approach which was carried out collaboratively and in two cycles. The aim of the research is to find out the improvement of students ‘achievement in mathematics about algebraic form in class VII D through the application of the learning model Student Team Achievement Division (STAD). The subjects of this study were 33 students of class VII D at SMP Negeri 13 Bogor, with a composition of 19 female students and 14 ma

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Okri, J. A., E. I. Idaka, and L. I. Inah. "Effect of Flipped Strategy on Achievement in Algebraic Concepts among Secondary School Students in Ikom Education Zone, Cross River State." Zamfara International Journal of Education (ZIJE) 3, no. 2 (2023): 64–71. https://doi.org/10.5281/zenodo.8383525.

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The study investigated the effect of flipped strategy on achievement in algebra concepts among secondary school students in Ikom Education Zone, Cross River State. Quasi- experimental research design was adopted for the study. The target population of the study consist of included all government senior secondary school class two (SSII) students in Ikom education zone during 2021/2022 academic session. A total sample of senior secondary school (SSII) students of forty-five males (45) and thirty-eight females (38) was used for the study Purposive multi-stage random sampling technique (stratified

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Amores, Mischell, Kaitlin Marie Opingo, Randy Mangubat, and Veronica Calasang. "The Influence of Bare Classroom Wall Designs on Student Achievement." World Journal on Education and Humanities Research 4, no. 3 (2024): 84–96. https://doi.org/10.22038/wjher.4.3.

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This study explores the impact of bare classroom walls on various aspects of student learning, including academic performance, class participation, and emotional well-being. While the minimalist classroom design is perceived to create a calm and focused learning environment, the study finds that its effects on academic outcomes are moderate and vary depending on the specific factor being considered. Although teachers generally believe that less visual clutter can enhance students' ability to concentrate and reduce distractions, the statistical analysis reveals that bare classroom walls do not

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Lubis, Azmil Hasan. "Efforts to Improve Student Learning Motivation in Mathematics Learning by Using the Realistic Mathematics Education Approach at MIN 1 Banda Aceh." ETNOPEDAGOGI: Jurnal Pendidikan dan Kebudayaan 2, no. 1 (2025): 420–28. https://doi.org/10.62945/etnopedagogi.v2i1.714.

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This study aims to explore the effectiveness of the Realistic Mathematics Education (RME) approach in enhancing student learning motivation in mathematics at MIN 1 Banda Aceh. Low motivation among students in mathematics learning has been a persistent challenge, often resulting in decreased engagement and suboptimal learning outcomes. To address this issue, a Classroom Action Research (CAR) was conducted over two cycles, each consisting of planning, action, observation, and reflection phases. The participants were 28 fourth-grade students who exhibited varying levels of interest and performanc

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Et.al, Haiza Hayati Baharudin. "The Advantages of Interactive Whiteboard Technology in the Development of Children’s Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 842–45. http://dx.doi.org/10.17762/turcomat.v12i3.792.

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The use of Information and Communication Technology (ICT) in education is expanding with the development of related studies worldwide. The use of the Interactive Whiteboard (IWB) technology is one of the most widely used ICT technology equipment in the classroom. In this article I will discuss the advantages of using IWB in the classroom of early childhood education institutions or preschools which include active participation of children in learning, developing learning habits, improving achievement in learning and helping to improve children's literacy skills.

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Querido, Doris V. "Effectiveness of Interactive Classroom Tool: A Quasi-Experiment in Assessing Students’ Engagement and Performance in Mathematics 10 using ClassPoint." Applied Quantitative Analysis 3, no. 1 (2023): 79–92. http://dx.doi.org/10.31098/quant.1601.

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 Concerns about students' math skills have long existed on a global scale, the Philippines performed "significantly low" compared to all other participating countries in different achievement assessments. In addition, many students are showing signs of growing disengagement, particularly in mathematics. This is a significant matter since students' success and performance in mathematics may be at risk because of their lack of engagement. This study aimed to determine the effectiveness of the ClassPoint, an Interactive Classroom Tool, in enhancing students' engagement and performance in ma

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Ibralic, Inga, Azur Kuduzovic, and Selmir Hadžić. "Home Environment Matters: Predicting TIMSS Math Success in Bosnia and Herzegovina." Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji 7, no. 9 (2025): 38–49. https://doi.org/10.59519/mper7104.

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The Trends in International Mathematics and Science Study (TIMSS) is a large-scale international assessment that measures students’ achievement in mathematics and science at the fourth and eighth-grade levels. Coordinated by the International Association for the Evaluation of Educational Achievement (IEA), TIMSS is conducted every four years. The 2023 assessment represented the eighth cycle of TIMSS, collecting data from 64 participating countries. This exploratory study examines the influence of several key factors—gender, home learning resources, experiences of bullying, disruptive classroom

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Dalimunthe, Theresia Josephin. "Pengaruh Kualitas Pelayanan dan Harga terhadap Kepuasan Konsumen Warunk Upnormal." COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat 5, no. 3 (2025): 1066–77. https://doi.org/10.59141/comserva.v5i3.3249.

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The low achievement in students' mathematics learning remains a persistent issue in education, primarily due to conventional teaching methods that fail to engage students actively. This study aims to examine the effect of the cooperative learning strategy, specifically the Teams Games Tournament (TGT) model, on the mathematics learning outcomes of eighth-grade students at SMP Negeri 1 Uwapa. The research employed a quantitative approach with a quasi-experimental method using a pretest-posttest control group design. The sample consisted of two purposively selected classes: one experimental grou

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Kurniati, Nispa. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEADS TOGETHER UNTUK MENINGKATKAN PARTISIPASI DAN PRESTASI BELAJAR ( Studi Pada Mata Pelajaran Matematika Siswa Kelas V SDN 11 Lahat )." Diadik: Jurnal Ilmiah Teknologi Pendidikan 10, no. 2 (2021): 125–33. http://dx.doi.org/10.33369/diadik.v10i2.18273.

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The purpose of this study is to describe the application of the number heads together (NHT) learning method to increase student participation and achievement. This research uses classroom action research, which is followed by quasi-experiment. The subjects of the study were students of class 5A in semester 2 of the 2019/2020 school year in SD Negeri 11 Lahat, while for the experiment were students in grade 5B and grade 5C in SD Negeri 11 Lahat. Data collection techniques using assessment sheets and tests. Analysis of the data of this study uses the average (mean) and t test The results of the

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Andini, Andini, Amat Hidayat, and Ahmad Mubarok. "PENINGKATAN HASIL BELAJAR SISWA KELAS III SDN KESAUD KOTA SERANG PADA MATA PELAJARAN MATEMATIKA MELALUI METODE DEMONSTRASI." Jurnal Anak Bangsa 1, no. 2 (2022): 138–45. http://dx.doi.org/10.46306/jas.v1i2.14.

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This study aims to determine the learning outcomes of third grade students at SDN Kesuad Serang City in mathematics through the demonstration method. This research uses a qualitative method with a classroom action approach (CAR) carried out collaboratively and in two cycles. The results showed that the average value of learning outcomes in the first and second cycles of the first and second meetings obtained an average value of 58.5 with a percentage increase of 68.5% and the second cycle obtained an average value of 72.7, with a percentage value achievement of 83.5%, then there is an increase

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Özpinar, İlknur, Semirhan Gökçe, and Arzu Aydoğan Yenmez. "Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process." Journal of Education and Training Studies 5, no. 10 (2017): 137. http://dx.doi.org/10.11114/jets.v5i10.2595.

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Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, hel

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Kadonsi, Kaziya. "Developing Mathematical Resilience: Effective Strategies to Alleviate Mathematics Anxiety among Secondary School Students in Kalomo District, Zambia." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1630–65. https://doi.org/10.47772/ijriss.2025.906000131.

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Mathematics anxiety is a pervasive barrier to student engagement, academic achievement, and participation in STEM disciplines, particularly in resource-constrained educational settings. This study investigates the prevalence of mathematics anxiety among secondary school students in Kalomo District, Zambia, and evaluates the effectiveness of four resilience-building interventions: Growth Mindset Training, Peer-Assisted Learning, Teacher-Scaffolded Problem Solving, and Technology-Enhanced Learning. Using an Explanatory Sequential Mixed-Methods Design, the study collected quantitative data from 3

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Oyenike, OSHIN,, OLANIRAN Oluwafunmilayo, OKETUNBI Abraham, and AFOLABI, Adenike. "DISCIPLINE AND PROFESSIONAL DEVELOPMENT AS PROGNOSTICATORS OF STUDENT’S ACADEMIC ACHIEVEMENT IN MATHEMATICS." African Journal of Education and Practice 8, no. 3 (2022): 50–68. http://dx.doi.org/10.47604/ajep.1539.

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Purpose: Underperformance of secondary school students in Mathematics is a great concern to all stakeholders in education sector. Efforts have been made by many researchers to arrest this situation, but it seems unresolved. Therefore, this study examined discipline and professional development as prognosticators of student’s academic achievement in mathematics. The study was led by four hypotheses and relevant literatures were reviewed. Methodology: Survey research design was used, and the population comprised all secondary schools in South-West Nigeria. Multistage sampling technique was

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Graham, Lorraine, Anne Bellert, and John Pegg. "Supporting Students in the Middle School Years with Learning Difficulties in Mathematics: Research into Classroom Practice." Australasian Journal of Special Education 31, no. 2 (2007): 171–82. http://dx.doi.org/10.1017/s1030011200025707.

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The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is presented. Definitional issues are discussed, key underlying causes of LD in mathematics are highlighted and common ‘learner characteristics’ of middle-years students with LD in mathematics are identified. The second part of the article is an overview o

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Villarosa, Jr. Ramil D. "Exploring college students' awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development." International Research Journal of Science, Technology, Education, and Management 4, no. 4 (2024): 99–113. https://doi.org/10.5281/zenodo.14744850.

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This study examines college students' awareness of and use of artificial intelligence (AI) in flipped classroom activities that involve Mathematics in the Modern World. The flipped classroom promotes self-paced learning and collaboration by having students work on learning materials outside of class and participate in interactive exercises in class. AI tools, increasingly prevalent in education, offer personalized support for college students through tutoring systems, problem-solving platforms, and chatbots, complementing the flipped classroom model. Furthermore, this assesses college students

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Romawati, Romawati. "PENERAPAN STRATEGI QUESTIONS STUDENTS HAVE (QSH) DALAM PEMBELAJARAN LANGSUNG UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS X1 SMA NEGERI 2 BANGKO KABUPATEN ROKAN HILIR." Perspektif Pendidikan dan Keguruan 9, no. 02 (2018): 55–62. http://dx.doi.org/10.25299/perspektif.2018.vol9(02).2212.

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Students' success in learning math is largely determined by the achievement of the learning process and requires the participation of students in writing. This study aims to improve students' mathematics learning outcomes of grade X SMA public 2 Bangko Semester Odd Year 2016/2017 on the subject matter of Equation and Quadratic Inequality by implementing QSH strategy in direct learning. This research includes collaborative classroom action research. Implementation of the research conducted in SMA public 2 Bangko Rokan Hilir Regency in the odd semester of the academic year 2016/2017. The researc

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Nurlia, Dania Eka, and Eka Danik Prahastiwi. "Meningkatkan Prestasi Belajar Matematika Materi Pengukuran Menggunakan Metode Problem Based Learning di MI Muhammadiyah Wonoanti I." YASIN 5, no. 1 (2025): 526–45. https://doi.org/10.58578/yasin.v5i1.4910.

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Mathematical ability is a crucial aspect of education as it contributes to developing students' logical, critical, and analytical thinking skills. However, mathematics learning is often perceived as difficult and monotonous by students, especially in measurement topics. This perception negatively impacts students' academic performance. This study aims to improve the mathematics achievement of fourth-grade students at MI Muhammadiyah Wonoanti 1 through the application of the Problem-Based Learning (PBL) method. PBL was chosen because it provides more contextual and challenging learning experien

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Cerda, Gamal, Carlos Pérez, Valentina Giaconi, Josefa Perdomo- Díaz, Cristián Reyes, and Patricio Felmer. "The effect of a professional development program workshop about problem solving on mathematics teachers’ ideas about the nature of mathematics, achievements in mathematics, and learning in mathematics." Psychology, Society, & Education 9, no. 1 (2017): 11. http://dx.doi.org/10.25115/psye.v9i1.460.

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Abstract: Results are presented about the effect of a professional development workshop (hereinafter PDW) for mathematics teachers regarding their beliefs about mathematics (N=82). The workshop, titled RPAula, was aimed at primary school teachers and it focused on problem solving (hereinafter PS). The teachers beliefs under study are related to the nature of mathematics, the learning of mathematics and achievement in mathematics, as well as to the type of practices, experiences, and assessments of the importance of PS and the use of PS in the classroom.The results showed that by participating

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Brenda Bacat, John De Vera, Limuel Abelgas, and Marjorie Anero. "The Impact of Effective Teaching Practices and Student Engagement on Grade 10 Students’ Mathematics Performance." Journal of Mathematics and Statistics Studies 6, no. 3 (2025): 56–63. https://doi.org/10.32996/jmss.2025.6.3.5.

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This study explored the connection between teaching effectiveness, student engagement, and the academic performance of Grade Ten students in Mathematics at Don Vicente Rama Memorial National High School during the school year twenty twenty-four to twenty twenty-five. A correlational research design was used to examine how these variables are related within actual classroom settings. Teaching effectiveness was assessed through indicators such as clarity of explanations, provision of feedback, use of interactive strategies, and the creation of a supportive learning environment. Student engagemen

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Hidayah, Laily Amelia. "Optimizing mathematics learning through Liveworksheet-based PBL: A classroom action research in Grade VII." Jurnal Pendidikan Profesi Guru 5, no. 1 (2024): 1–9. https://doi.org/10.22219/jppg.v5i1.25583.

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This classroom action research was conducted to address the low mathematical problem-solving skills observed among students at SMPN 16 Malang. The study aimed to enhance these skills by implementing a Problem-Based Learning (PBL) model integrated with interactive e-worksheets via the Liveworksheet platform. The participants were 32 seventh-grade students (Class VIIF). Data were collected through classroom observations and learning outcome tests, then analyzed using descriptive statistics. The results demonstrated a significant improvement in both student and teacher activity across two learnin

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Fatimah, Iim, Dadang Suhada, and Khoimatun Khoimatun. "Application of Talking Stick Co-operative Model to Improve Students' Mathematics Learning Activity and Result in Primary School." JURNAL RISET PENDIDIKAN DAN PENGAJARAN 4, no. 1 (2025): 38–46. https://doi.org/10.55047/jrpp.v4i1.946.

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The objective of this research is to increase the engagement and academic achievement of fourth-grade students at SDN 2 Benda Karangampel, Indramayu in mathematics by implementing the Talking Stick cooperative learning approach. After consulting with teachers, it was identified that the inadequate utilization of educational resources and the limited diversity in teaching techniques are contributing factors to the students' poor performance. Consequently, this has resulted in a lack of student participation during lessons, as evidenced by only 9% of students achieving a score above the passing

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Horne, Denise. "School Leadership’s Role in the Disruption of Math Anxiety." International Journal for Leadership in Learning 22, no. 1 (2022): 48–72. http://dx.doi.org/10.29173/ijll4.

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Math anxiety, the discomfort or fear of math, spans the globe and affects a wide range of ages, from early childhood to adulthood. Teachers and students may experience math anxiety in a variety of contexts. Teachers who suffer from math anxiety often express negative attitudes about math and lack confidence in their pedagogical content knowledge of mathematics, which influences the instructional practices they choose to implement in their classrooms. Student math anxiety adversely affects student engagement and achievement in math. School leadership is fundamental to effective teaching and stu

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Coleman, Sean T., Adrian Wayne Bruce, Lamar Jamison White, A. Wade Boykin, and Kenneth Tyler. "Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions." Journal of Black Psychology 43, no. 6 (2016): 543–64. http://dx.doi.org/10.1177/0095798416665966.

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The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning

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Desimone, Laura M., Thomas M. Smith, and Kristie J. R. Phillips. "Does Policy Influence Mathematics and Science Teachers’ Participation in Professional Development?" Teachers College Record: The Voice of Scholarship in Education 109, no. 5 (2007): 1086–122. http://dx.doi.org/10.1177/016146810710900504.

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Background/Context Recent research has shown the importance of professional development for teacher learning and has documented the qualities that make professional development effective for improved instruction and student achievement. But there is little research to suggest how the policy environment shapes teachers’ choices to participate in either “effective” or “ineffective” professional development. Because No Child Left Behind (NCLB) and related reforms are making new demands on teachers, and professional development is one of the critical mechanisms by which we intend to improve our ed

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Metu, Chukwuemeka A., Chika C. Ugwuanyi, Ngozi M. Nwoye, Innocent O. Odo, and William C. Nwachukwu. "Unlocking Students Areas of Difficulties in Mathematics through the Teachers Creativity Fostering Behaviours." International Journal of Research and Innovation in Social Science VII, no. IX (2023): 389–96. http://dx.doi.org/10.47772/ijriss.2023.70932.

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Creativity fostering behaviours of teachers are essential in every teaching and learning environment. It promotes teachers’ consistent efforts that are aimed at enhancing independent and flexible thinking. It also equips students with a variety of knowledge and materials for divergent thinking, encourages novel ways of solving problems and helps students cope with obstacles and failures. Unlocking students’ academic potential is a priority for many researchers and practitioners within the educational context. Reports on students’ academic achievement in mathematics revealed that there are area

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Didion, Lisa Anne, Jessica R. Toste, and Joseph H. Wehby. "Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD." Remedial and Special Education 41, no. 2 (2018): 111–23. http://dx.doi.org/10.1177/0741932518800807.

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This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as students with EBD tend to have lower academic achievement compared with their peers and have shown a marked decline particularly in mathematics performance as they move from the elementary into secondary grades. When students have increased opportunities

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Muthmainnah, Putri, Ester Julia Nurhayati Hutabarat, Bella Aprillia Hutagalung, and Kartina Rahmadhani Rambe. "Upaya Meningkatkan Hasil Belajar Matematika Siswa Kelas IV UPT SD Negeri Percobaan Medan Menggunakan Problem-based Learning pada Materi Luas Permukaan dan Volume Tabung." MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial 8, no. 2 (2024): 561–67. https://doi.org/10.30743/mkd.v8i2.9648.

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This study focuses on improving the mathematics learning achievement of fourth-grade students at UPT SD Negeri Percobaan Medan by implementing the Problem-Based Learning (PBL) method on the topic of surface area and volume of cylinders. The classroom action research conducted consisted of two cycles, each cycle involving planning, implementation, observation, and reflection stages. The planning stage included the preparation of Lesson Plans (RPP) and teaching aids and evaluation tools by the researcher and teacher. The implementation of the action involved active learning with students playing

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Kazanidis, Ioannis, and Nikolaos Pellas. "Developing and Assessing Augmented Reality Applications for Mathematics with Trainee Instructional Media Designers: An Exploratory Study on User Experience." JUCS - Journal of Universal Computer Science 25, no. (5) (2019): 489–514. https://doi.org/10.3217/jucs-025-05-0489.

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Various interactive and innovative applications generated by Augmented Reality (AR) technology have given great potentials in different learning subjects and specifically in STEM (science, technology, engineering, and mathematics) education. Nevertheless, previous studies regarding AR integration inside classrooms have shown that as a valuable technology for students' motivation and participation alone cannot automatically lead to its successful use. This study focuses on teaching and learning mathematics by taking advantage of AR technology to visualize several problems and let users interact

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Worsley, Ti’Era, and Sara Heredia. "Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance." Education Sciences 13, no. 3 (2023): 305. http://dx.doi.org/10.3390/educsci13030305.

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Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers when they participated in an out-of-school professional development (PD) program to design and implement a STEM after-school program (ASP) in partnershi

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Irman Irman and Supardi U.S. "Upaya Meningkatkan Hasil Belajar Tentang Bilangan Ribuan Dengan Menggunakan Model Pembelajaran Take And Give Pada Mata Pelajaran Matematika Kelas IV Sekolah Dasar Negeri Megamendung 01." Edukasi Elita : Jurnal Inovasi Pendidikan 2, no. 3 (2025): 293–307. https://doi.org/10.62383/edukasi.v2i3.1778.

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Many teachers complain about the low learning outcomes of students in Mathematics lessons. This situation also occurred in grade IV at SDN Megamendung 01 related to learning the number of thousands. One of the causes of the lack of learning achievement is the lack of students' understanding of the number of thousands. As professional educators, teachers must be able to hold an active, creative, and fun learning process for students. Thus, it is hoped that it can encourage the improvement of student activities and learning outcomes through appropriate methods. This research was carried out at S

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NIYOMUKIZA, Jean Aime Serge, and Opiyo Andala Hesbon. "School Administrative Practices and Student Academic Performance in Mathematics in Technical Secondary Schools in Rwanda: A Case of Ngororero District." International Journal of Management and Development Studies 13, no. 9 (2024): 252–64. http://dx.doi.org/10.53983/ijmds.v13n9.017.

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The research investigated school administrative practices and student academic performance in mathematics in technical secondary schools in Rwanda. Specifically, the research evaluates the school administrative practices that affect the students’ academic performance in mathematics in technical secondary schools in Rwanda, determines the level of student academic performance in mathematics in technical secondary schools in Rwanda, and analyses the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda.

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BOLATLI, Zafer, and Agah Tuğrul KORUCU. "Determining the Academic Achievement of Students Who Use Flipped Classroom Method Supported by a Mobile Application and Their Views on Collaborative Learning." Bartın University Journal of Faculty of Education 9, no. 2 (2020): 229–51. http://dx.doi.org/10.14686/buefad.631835.

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In our study, a flipped classroom method supported by a mobile application wasprepared, and students' opinions about collaborative learning were evaluated along withits effect on their academic achievement. In the quantitative research section of thisresearch, a semi - experimental pattern model with pre-test and post-test control groupwas used for the academic success variable. The population of the study consisted of 48randomly selected and 48 control group students from the Sancak Secondary Schoolaffiliated to the National Education Directorate in the Selcuklu district of Konyaprovince. Acc

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Patrice, Mr Dushimimana, and Dr Hesbon Opiyo Andala. "Effects of Formative Assessment Tools on Secondary School Students’ Achievement in Mathematics in Rwanda, A Case of Kayonza District." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 335–55. http://dx.doi.org/10.47772/ijriss.2023.7626.

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Background: Promoting Science and technology is one of main long term objectives and tasks of Rwanda. Promotion of Science and technology depends on mathematics worldwide. To know the level of students’ performance in Mathematics and how to improve it, the assessment of students in form of summative and formative is the best predictor of Academic achievement in Mathematics. This current study sets out to explore the effect of formative assessment tools on students’ academic achievement in Mathematics in Kayonza District. This research aimed at exploring the formative assessment tools that are

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Hadayat Ali, Hina, Muhammad Javed Aftab, and Hira Chaudhry. "Using Assistive Technology to Differentiate and Accommodate Students with Special Needs Facing Learning Difficulties in Mathematics." Journal of Asian Development Studies 13, no. 3 (2024): 1293–305. http://dx.doi.org/10.62345/jads.2024.13.3.106.

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This paper will discuss how assistive technology forms the basis of differentiation and support for students with special needs when conquering specific math learning difficulties. The Department of Special Education utilized a quantitative research design to collect data from 240 teachers through a structured, self-developed questionnaire. The use of simple random sampling maximized representative samples and minimized biases. We established the effects of AT in terms of differentiated instruction, increased student engagement, and an inclusive learning environment. Teachers estimated complex

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Yukwa, Bernard Alpha. "Effect of Hands on Instructional Activities on Students Retention of Mathematics Concepts Among Senior Secondary Schools in Jalingo Metropolis." Journal of Multidisciplinary Science: MIKAILALSYS 3, no. 1 (2024): 88–97. https://doi.org/10.58578/mikailalsys.v3i1.4391.

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This study focuses the effect of Hands on Instructional Activities in Students’ Retention of Mathematics concepts in Jalingo Metropolis. The area of the study was carried out in Jalingo local government area. The research design used for the study was Quasi- experimental design. The population for the study was made up of all the senior secondary school Students. A total population of 5,236 students made up the study out of which 2,431 were female and 2,805 were male. A sample of thirty (30) students were considered for the findings from Government College Jalingo. Simple random sampling was u

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Rizos, Ioannis, Georgios Kolokotronis, and Aikaterini-Maria Papanikolaou. "Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece." Journal of Mathematics and Science Teacher 3, no. 1 (2023): em021. http://dx.doi.org/10.29333/mathsciteacher/12608.

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An alternative instructional model, which due to the social reality created by the ongoing COVID-19 pandemic is gaining more and more popularity in the global educational community, is the so called “flipped classroom”. In this paper we give the details of a one-week qualitative research we conducted in order to explore the effectiveness of the flipped classroom model in an undergraduate “mathematics education” course in Greece. The study involved thirty third-year math students, whose achievements and perceptions were captured with the help of questionnaire, task, personal interviews, and ope

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Schneider, M. Christina, and J. Patrick Meyer. "Investigating the Efficacy of a Professional Development Program in Formative Classroom Assessment in Middle School English Language Arts and Mathematics." Journal of MultiDisciplinary Evaluation 8, no. 17 (2011): 1–24. http://dx.doi.org/10.56645/jmde.v8i17.291.

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Background: Teachers who engage in formative classroom assessment using practices that accurately measure student learning should be better positioned to diagnose the instructional needs of their students and to act on that information. For this reason, there has been increased interest in formative classroom assessment in recent years. Although some researchers have found indications that some assessment practices may raise student achievement, evaluations of professional development programs designed to increase teacher assessment skill have not found differences in student performance. Howe

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Apriliyani, Putri, and Darmiyati Darmiyati. "Optimising Fraction Operation Skills with Shaded Level Board for Elementary School Students (Project Based Learning, Course Review Horay and Teams Games Tournament)." JPMI (Jurnal Pendidikan Matematika Indonesia) 9, no. 2 (2024): 144. http://dx.doi.org/10.26737/jpmi.v9i2.5785.

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<em>One of the problems in this study is the low active participation of students in learning activities, low student creativity, and low student understanding of mathematics concepts, which results in poor learning outcomes. As a result of these problems, students experienced a decline in activity, creativity, and overall learning outcomes. This study aims to evaluate students' activity, creativity and learning achievement in grade V of SDN Pelambuan 1 Banjarmasin. The study also shows how the teacher handles the multiplication and division of fractions material. This study used the cla

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