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Journal articles on the topic 'Lower secondary school mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Norton, Stephen. "Mathematics engagement in an Australian lower secondary school." Journal of Curriculum Studies 49, no. 2 (2016): 169–90. http://dx.doi.org/10.1080/00220272.2016.1141995.

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Jurečková, Mária, and Lucia Csachová. "Statistical literacy of Slovak lower secondary school students." Technium Social Sciences Journal 9 (July 6, 2020): 163–73. http://dx.doi.org/10.47577/tssj.v9i1.966.

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The article is focused on monitoring the level of statistical literacy of 9th grade students at lower secondary schools in the Slovak Republic. The results of several years testing of students were used for this purpose. During the reporting period, more than 50 000 pupils from all over Slovakia participated in the testing. In addition to quantitative data analysis, attention is also paid to qualitative analysis of the problems in the field of statistics that were difficult for students. The article presents a part of the results of the research focused on the analysis of critical points in sc

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Vankúš, Peter. "Games based learning in teaching of mathematics at lower secondary school." Acta Didactica Universitatis Comenianae Mathematics, no. 8 (June 5, 2008): 1–18. https://doi.org/10.5281/zenodo.10785634.

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The paper is about Games Based Learning in teaching of mathematics at lower secondary school. Our experience from using of didactical games and results from our previous researches on efficacy of teaching of mathematics with the method of didacticalgames are basis for our discussion about integration of games in the mathematics at lower secondary school and influences of these games on pupils’ mathematical knowledge, their attitudes towards mathematics and process of its teaching and development of their key competencies. The output of this discussion is positive statement about increase

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4

Novotná, Gabriela. "How lower-secondary pupils approach and perceive understanding mathematics." Scientia in educatione 13, no. 2 (2023): 36–50. http://dx.doi.org/10.14712/18047106.2202.

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Mathematics requires deep thinking. It may be educationally beneficial if pupils are aware of their own shortcomings in understanding. We investigated how pupils of lower-secondary schools in Prague perceive their understanding mathematics, with a particular focus on whether they have distinctive attitudes towards the quality of their understanding. In the first, quantitative stage, a diagnostic test of surface knowledge and a questionnaire about mathematical understanding were developed and administrated. Using a factor analysis, t-tests and methods of descriptive statistics, we created indic

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Piotrowski, Marek. "Requiem for junior high school. Case study - lower secondary school exam 2012." Studia z Teorii Wychowania XI, no. 4(33) (2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.

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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded

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Hodgen, Jeremy, Dietmar Küchemann, Margaret Brown, and Robert Coe. "Lower secondary school students' knowledge of fractions." Research in Mathematics Education 12, no. 1 (2010): 75–76. http://dx.doi.org/10.1080/14794800903569980.

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7

Nizam, Nur’Ain Hairul, Nurhilyana Anuar, and Teh Faradilla Abd Rahman. "EXPLORING STUDENTS’ LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG LOWER SECONDARY SCHOOL STUDENTS." International Journal of Modern Education 6, no. 21 (2024): 261–76. http://dx.doi.org/10.35631/ijmoe.621019.

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Based on the result in TIMSS Mathematics Achievement 2019 for student grade 8, it shows that mathematics performance has not yet achieved the desired position in the Malaysia Education Blueprint (2013-2025). Furthermore, the average mathematics score reported by PISA 2022 in Malaysia declined by 31 points compared to the achievement in PISA 2018. The impact from this result will affects the quality of education in Malaysia compared to other countries. Students' academic performance may be reflected to some extent based on their learning styles. As such, it becomes useful information to guide t

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8

Kaspersen, Eivind, and Bjørn Owe Ytterhaug. "Measuring mathematical identity in lower secondary school." International Journal of Educational Research 103 (2020): 101620. http://dx.doi.org/10.1016/j.ijer.2020.101620.

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9

Kroeun, Kruy, and Pheng Sophea. "Cambodian Lower Secondary Students' Attitudes towards Mathematics: A Case Study a Remote School in Kandal Province." International Journal of Science and Research (IJSR) 12, no. 10 (2023): 800–807. http://dx.doi.org/10.21275/sr231009220912.

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Sumpter, Lovisa, Astrid Pettersson, and Samuel Sollerman. "Lower secondary school students’ conceptions about their effort in mathematics education." International Electronic Journal of Mathematics Education 20, no. 3 (2025): em0839. https://doi.org/10.29333/iejme/16521.

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Previous research has shown the importance of affect when seeking knowledge about students’ achievements. However, there are surprisingly few studies looking at students’ expressed effort on a longer time scale. Using data spanning over almost three decades, in this paper, we analyze Swedish lower secondary school students’ responses to items in relation to large-scale assessments in 1992, 2003, and 2019. The two general results were that students express a lower level of goal-directed motivation, whereas the responses regarding students’ motivation as an evaluation of effort, most students st

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Fülöp, Zsolt. "Solving word problems - a crucial step in lower secondary school education." Teaching Mathematics and Computer Science 23, no. 1 (2025): 47–68. https://doi.org/10.5485/tmcs.2025.14657.

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Algebra is considered one of the most important parts of Mathematics teaching and learning, because it lays the foundations of abstract thinking as well as reasoning abilities among the lower secondary school pupils who have just transited from the world of numbers and computations to the area of equalities, signs, symbols and letters. The present article focuses on the fact that how the transition from arithmetic to algebra can be made more smooth. We have concentrated our experiments towards the approach of algebraic reasoning and its utilities in filling the gap between arithmetic and begin

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Bütüner, Suphi Önder. "Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics." Journal of Education and Training Studies 6, no. 1 (2017): 9. http://dx.doi.org/10.11114/jets.v6i1.2722.

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This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that

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Dr. Tooba Saleem, Dr. Rukhsana Durrani, and Mahwish Malik. "A Study of Secondary School Students’ Attitude Towards Mathematics in Tehsil Taxila." International Journal of Innovation in Teaching and Learning (IJITL) 9, no. 1 (2023): 91–109. http://dx.doi.org/10.35993/ijitl.v9i1.2388.

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Students' progress in mathematics is determined by their attitude toward Mathematics. A positive attitude toward a subject is a prerequisite for success in any subject. This is also true in mathematics, particularly when girls are compared to boys. This study was based on a survey of secondary school students about their attitudes towards Mathematics. This research was conducted to investigate the secondary school students’ attitude towards Mathematics. The population included the (N= 1562) students of both genders. This study was conducted on the sample of 368 students (Male=184 & Female

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NZABAHIMANA, Modeste, and Hesborn Opiyo Andala. "Effects of Teachers’ Motivation on Students’ Academic Performance in Mathematics in Public Lower Day Secondary Schools in Rwanda: A Case of Kirehe District." International Journal of Management and Development Studies 13, no. 9 (2024): 97–116. http://dx.doi.org/10.53983/ijmds.v13n9.007.

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This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe Di

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Lian, Lim Hooi, Wun Thiam Yew, and Chew Cheng Meng. "Assessing Lower Secondary School Students’ Common Errors in Statistics." Pertanika Journal of Social Sciences and Humanities 30, no. 3 (2022): 1427–50. http://dx.doi.org/10.47836/pjssh.30.3.26.

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Statistical literacy has been emphasised in the school mathematics curriculum, with the growing concern about students’ ability to think critically in solving statistical problem-solving tasks. However, the current studies revealed that secondary school students’ errors mainly involve the problem of basic concepts in statistics, data interpretation, and the selection of an appropriate representation of data. Therefore, this study aimed to analyse the common errors made by students in solving statistics tasks with multi-level complexity. A survey method was applied in this study. The sample of

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Nasir, Mohd Alfouzii, Rohaya Talib, Adibah Abdul Latif, Mohd Fadzil Abdul Hanid, and Haiza Atmareni Harmeni. "STEM Productive Learning of Lower Secondary School in Southern Zone, Malaysia." International Journal of Learning, Teaching and Educational Research 22, no. 2 (2023): 281–301. http://dx.doi.org/10.26803/ijlter.22.2.16.

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Sciences, Technology, Engineering, Mathematics Productive Learning (STEMPL) is an initiative of the Ministry of Education (MoE) to promote creative teaching and learning among STEM teachers, with the ultimate goal of producing students who can think creatively, systematically, and logically in problem-solving. Therefore, this study aims to identify the level of STEMPL practices among STEM teachers in lower secondary schools in the Southern Zone, Malaysia. The differences in STEMPL practices are also examined according to the subjects taught and the relationship of STEMPL practices based on the

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Rejeki, Sri, Christina Kartika Sari, Muhamad Toyib, and Meladia Salsabila Ulfah. "Improving Mathematics Teachers� Skills in Designing Context-based Tasks for Lower Secondary School Learning." Indonesian Journal of Community Services 4, no. 2 (2022): 148. http://dx.doi.org/10.30659/ijocs.4.2.148-155.

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Using context-based problems is essential to mathematics learning, especially with implementing the Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM). However, this has not been supported by learning resources that provide context-based math problems optimally. Therefore, there is a need for efforts to improve the skills of mathematics teachers in designing context-based problems. This community service or Pengabdian kepada Masyarakat (PkM) activity aims to enhance teachers' skills in designing context-based math problems based on numeracy AKM. This PkM activity was carried out

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18

Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied u

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19

Opesemowo, Titilope Rachael. "Analyzing aberrant response pattern in mathematics achievement test." EUREKA: Social and Humanities, no. 4 (September 30, 2024): 29–37. https://doi.org/10.21303/2504-5571.2024.003486.

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This study examined the prevalence of aberrant response patterns in mathematics achievement tests among secondary school students in Southwestern Nigeria. The study used a multi-stage sampling technique to select 1800 Senior Secondary School students for its survey research sample. From the six states in Southwestern Nigeria, three states, one senatorial district, and three Local Government Areas were selected from each state using a simple random sampling technique. Using a stratified sampling technique, four secondary schools, and fifty senior secondary school students were selected. The mat

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Hamizah Amiruddin, Nurul Syahmi, Noraini Ahmad, and Siti Salwana Mamat. "Exploring Students’ Self-Efficacy and Anxiety Towards Mathematics Problem Solving During Open and Distance Learning (ODL)." Mathematical Sciences and Informatics Journal 3, no. 1 (2022): 39–55. http://dx.doi.org/10.24191/mij.v3i1.18265.

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Although mathematics is seen as a crucial precursor to success in modern society, many students still struggle with real mathematical fear. They feel anxious when they engage in solving mathematical problems, especially in the last two years when the learning environment has changed due to the epidemic. One of the affective factors that can influence mathematical anxiety is the beliefs of students about their own ability to resolve issues called self-efficacy. The aim of this research is to explore student self-efficacy and anxiety in solving math problems among high school students during ope

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Vattøy, Kim-Daniel, and Siv M. Gamlem. "Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (2019): 39–55. http://dx.doi.org/10.23865/up.v13.1970.

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The teacher is a key agent in facilitating for adolescent perspectives during lessons. Feedback dialogues have an inherent capacity to capitalise on or undervalue adolescent perspectives in instruction and learning. The present study focused on lower-secondary school teachers’ regard for adolescent perspectives in feedback dialogues with students in lessons on English as a foreign language (EFL, n = 65) and mathematics (n = 113). The data material consisted of video recordings coded with the regard for adolescent perspectives dimension in the Classroom Assessment Scoring System–Secondary Manua

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22

Triadafillidis, T. A. "The effectiveness of practical work in lower secondary school mathematics: A cultural approach." Journal of Mathematical Behavior 15, no. 2 (1996): 161–66. http://dx.doi.org/10.1016/s0732-3123(96)90014-0.

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23

Junaid, Muhammad, Niaz Ali, and Ibrahim Bukhari. "An Analysis of Secondary School Students' Difficulties in Mathematics at Tehsil Timergara." ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE 4, no. 1 (2023): 77–90. http://dx.doi.org/10.52700/assap.v4i1.242.

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This study aimed to investigate the mathematical challenges experienced by secondary school pupils. The primary inquiry for this study was "how do secondary school pupils in Tehsil Timergara feel about mathematics?" Students in 9th and 10th grades from six different high schools in tehsil Timergara, district Dir lower, made up the study's populations. One hundred and thirty students were chosen using a multistage cluster sampling approach. A questionnaire was used for data collection, prepared on a five-point Likert scale. After establishing the validity and reliability of the research instrum

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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (2015): 1–32. http://dx.doi.org/10.1177/016146811511700110.

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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population

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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (2015): 1–32. http://dx.doi.org/10.1177/016146811511700105.

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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population

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Cameron, Shelly Ann, Wazim Rafeek Sharif, Azad Khan, Mohandatt Goolsarran, and Lydia Narain. "Secondary School Teachers' Perceptions: Integrating the National Consolidated Mathematics Curriculum in the Lower Corentyne District, Guyana." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 158–68. http://dx.doi.org/10.59324/ejceel.2024.2(4).13.

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This study delves into secondary school teachers' perceptions regarding the integration of the consolidated mathematics curriculum in the Lower Corentyne District of Region 6, Guyana. Utilising a quantitative approach, data was gathered from 30 teachers across four secondary schools using stratified sampling. The findings suggest an overall positive reception of the curriculum among teachers, with a consensus on its relevance to students' lives and its effectiveness in providing learning opportunities and enhancing critical thinking and problem-solving skills. However, nuanced considerations h

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Cameron, Shelly Ann, Wazim Rafeek Sharif, Azad Khan, Mohandatt Goolsarran, and Lydia Narain. "Secondary School Teachers' Perceptions: Integrating the National Consolidated Mathematics Curriculum in the Lower Corentyne District, Guyana." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 158–68. https://doi.org/10.59324/ejceel.2024.2(4).13.

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This study delves into secondary school teachers' perceptions regarding the integration of the consolidated mathematics curriculum in the Lower Corentyne District of Region 6, Guyana. Utilising a quantitative approach, data was gathered from 30 teachers across four secondary schools using stratified sampling. The findings suggest an overall positive reception of the curriculum among teachers, with a consensus on its relevance to students' lives and its effectiveness in providing learning opportunities and enhancing critical thinking and problem-solving skills. However, nuanced considerations h

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Dönmez, Ismail, Sahin Idin, and Seraceddin Gürbüz. "DETERMINING LOWER-SECONDARY STUDENTS’ STEM MOTIVATION: A PROFILE FROM TURKEY." Journal of Baltic Science Education 21, no. 1 (2022): 38–51. http://dx.doi.org/10.33225/jbse/22.21.38.

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The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and father

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Kyaruzi, Florence. "Predictors of students’ participation in science and mathematics subjects in Tanzanian secondary schools." Papers in Education and Development 42, no. 2 (2025): 46–65. https://doi.org/10.56279/ped.v42i2.special.3.

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This study investigated the factors that predict secondary school students’ participation in science and mathematics subjects in Tanzania. The data were collected from 1,382 Form 2 students sampled from sixteen public secondary schools using a validated questionnaire and focus group discussions. Data were analysed by using descriptive statistics, regression analysis, and content analysis techniques. The quantitative findings from regression analysis indicated that prior performance and teachers’ instructional feedback significantly predicted students’ participation in mathematics and science s

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Ling, Loh Su, Vincent Pang, and Denis Lajium. "A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS." Journal of Nusantara Studies (JONUS) 6, no. 1 (2021): 242–64. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264.

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Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the ac

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Gunnarsdóttir, Guðný Helga. "Professional Development: Possibilities and restrictions for mathematics teachers in lower secondary school in Iceland." Mathematics Enthusiast 11, no. 1 (2014): 155–72. http://dx.doi.org/10.54870/1551-3440.1297.

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Nyirabuhoro, Bertilde. "Investigation of Mathematics Anxiety Management Strategies on Secondary Students ‘Performance Lower Level in Rwanda. The Case of G.S. Gacuba II A in Rubavu District (2023-2024)." Journal of Education 8, no. 1 (2025): 18–29. https://doi.org/10.53819/81018102t4318.

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Mathematics anxiety is a prevalent issue affecting students' academic performance in secondary schools. This study investigates the impact of different mathematics anxiety management strategies on students' performance at G.S. Gacuba II A in Rubavu District, Rwanda, during the 2023–2024 academic year. The research specifically examines the relationship between somatic, emotional and cognitive anxiety and students’ mathematical performance, utilizing statistical models to determine their predictive power. A quantitative research design employed in collecting data from secondary school students

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Dudek, Karol, and Paweł Bernard. "POLISH LOWER AND UPPER SECONDARY SCHOOL STUDENTS’ CONCEPTIONS OF A SCIENTIST." Problems of Education in the 21st Century 63, no. 1 (2015): 40–52. http://dx.doi.org/10.33225/pec/15.63.40.

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There is an increasing problem of a much smaller number of students in natural sciences or mathematics in Poland. The number of students is decreasing so dramatically that some courses are closed. Therefore, it becomes very important to look for the possible causes. The starting point for these considerations is the study on the image of a scientist. The image of a scientist and the factors that shape it have been the subject of research in various countries around the world for more than fifty years. The aim of the present research was to determine what the image of a scientist according to P

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Yang, Xinrong, Frederick Leung, and Shasha Zhang. "Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China." Sustainability 11, no. 9 (2019): 2476. http://dx.doi.org/10.3390/su11092476.

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This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep m

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McPherson, Gary E., and Susan A. O'Neill. "Students’ motivation to study music as compared to other school subjects: A comparison of eight countries." Research Studies in Music Education 32, no. 2 (2010): 101–37. http://dx.doi.org/10.1177/1321103x10384202.

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This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Resu

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Chung, Sueim, and Eun-Jeong Yu. "Current Status of Research and Practice in ESD: Focused on the Secondary School Subject Areas." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (2022): 73–93. http://dx.doi.org/10.22251/jlcci.2022.22.13.73.

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Objectives The purpose of this study is to examine the current status of research and practice in ESD focusing on secondary school subjects to reorganize ESD elements around the subject curriculum, which is one axis of the school curriculum. Methods After analyzing the studies that were searched from the keywords ESD from RISS, the study investigated the status of the perception and practice of secondary school teachers teaching Korean language, social studies, mathematics, science, foreign language/Chinese/Liberal arts, physical education/art, practical skills/other subjects nationwide throug

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Jha, Sanjeev Kumar, and Dinesh Pratap Tomar. "Mathematical Phobia of Government and Private School Students in relation to certain demographic variables." Journal of Community Guidance & Research 27, no. 3 (2010): 316–23. https://doi.org/10.5281/zenodo.8044469.

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The research was an attempt to study Mathematical Phobia. The sample comprises 192 students (96 boys and 96 girls) of secondary schools of Delhi. The sample was administered by a self developed questionnaire of Mathematical Phobia. The collected data was statistically analysed for this purpose t test and f test were used. Research of the study revealed that i) Students from government schools have higher mathematical phobia, ii) Students of age 14 years and more have higher mathematics phobia, iii) lower economic status group students have higher mathematical phobia.

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Beckmann, Astrid. "Non-linear functions in secondary school of lower qualification level (German Hauptschule)." Mathematics Enthusiast 4, no. 2 (2007): 251–57. http://dx.doi.org/10.54870/1551-3440.1074.

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PARASCHIV, Viorel, Cristina-Georgiana VOICU, and Gheorghi NICULIȚA. "School Textbooks and the Study of Industrial Geography in Lower Secondary Education in Romania." Romanian Review of Geographical Education 14, no. 1 (2025): 41–56. https://doi.org/10.24193/rrge20254.

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The first part of the article outlines the place of industry in Romania’s official curriculum, starting with early education, continuing through primary education in subjects such as Mathematics and Environmental Exploration, Science, and Geography, and ending with secondary school Geography. The second part of this article suggests learning activities aimed at raising students’ awareness of errors in 8th-grade geography textbooks and developing both transversal skills (researching, analyzing, interpreting, and evaluating data, as well as investigating) and geography-specific competencies.

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Nshimiyimana, Venuste, and Hesbon Opiyo Andala. "Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda." African Journal of Empirical Research 5, no. 4 (2024): 512–19. http://dx.doi.org/10.51867/ajernet.5.4.41.

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This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathemat

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Janštová, Vanda, and Helena Zdobinská. "Distant science practicals–COVID-19 experience from Czech lower secondary schools." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (2023): em2212. http://dx.doi.org/10.29333/ejmste/12795.

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This study contributes to description of teaching changes resulting from COVID-19 epidemic. It focuses on online teaching of practical exercises in science subjects from pupils’ and teachers’ perspectives. Views on the distance learning of practical exercises were obtained from Czech lower-secondary school pupils (n=543) and science teachers (n=24). Most teachers conducted science practicum classes using a combination of synchronous and asynchronous methods and rated support from school management as rather adequate. Teachers assigned fewer hands-on activities, specifically experiments, observ

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Iversen, Kjærand, and Per Nilsson. "Lower secondary school students’ reasoning about compound probability in spinner tasks." Journal of Mathematical Behavior 56 (December 2019): 100723. http://dx.doi.org/10.1016/j.jmathb.2019.100723.

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Zalewska, Elżbieta. "Comparing the results of examination tests." Wiadomości Statystyczne. The Polish Statistician 60, no. 12 (2015): 70–81. http://dx.doi.org/10.5604/01.3001.0014.8258.

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The article presents the theory of parallel testing and a few selected examples of the application of tests comparing the results of the examination. To examine whether these methods were taken into account the results of the secondary school examination conducted in years 2011–2013 in mathematics and natural sciences with a corresponding smoothing test in the Lodz voivodship. The level of both secondary school and matriculation exams from year to year is getting lower. This creates an additional problem with the comparison of the results of examination for recruitment to high schools and univ

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Tanudjaya, Citra Putriarum, and Michiel Doorman. "EXAMINING HIGHER ORDER THINKING IN INDONESIAN LOWER SECONDARY MATHEMATICS CLASSROOMS." Journal on Mathematics Education 11, no. 2 (2020): 277–300. http://dx.doi.org/10.22342/jme.11.2.11000.277-300.

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Indonesian students’ poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students’ ability to demonstrate HOT skills through an

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Jekayinfa, Olatunji James, Olajumoke Olayemi Salami, Funmilayo Elizabeth Olu-Ajayi, and Seun Owonuwa. "Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria." British Journal of Education 10, no. 8 (2022): 31–43. http://dx.doi.org/10.37745/bje.2013/vo10.n8pp3143.

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This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Second

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Matteucci, Mariagiulia, and Stefania Mignani. "Gender differences in performance in mathematics at the end of lower secondary school in Italy." Learning and Individual Differences 21, no. 5 (2011): 543–48. http://dx.doi.org/10.1016/j.lindif.2011.03.001.

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Hodgen, Jeremy, Dietmar Küchemann, Margaret Brown, and Robert Coe. "Lower secondary school students' attitudes to mathematics: evidence from a large-scale survey in England." Research in Mathematics Education 12, no. 2 (2010): 155–56. http://dx.doi.org/10.1080/14794802.2010.496983.

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Chuma, Furaha, and Christina Raphael. "Bridging the digital divide: mathematics teachers’ perceptions and use of information and communication technologies in the classroom at secondary schools in Tanzania." Papers in Education and Development 42, no. 2 (2025): 22–45. https://doi.org/10.56279/ped.v42i2.special.2.

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This research investigated the perceptions of lower secondary school mathematics teachers regarding the use of Information and Communication Technology (ICT) in instruction. Ten ordinary secondary schools from Dar es Salaam and five from the Coastal regions were involved in the study. The schools were chosen based on their Mathematics Grade Point Average (GPA) from the 2021 Form Four National examinations. The research used a mixed methods approach whereby data were gathered through semi-structured interviews and questionnaires. Data were analysed using the SPSS IBM 25 software. Drawing upon t

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Matsha, Matsha, Ntuthuzelo Vuthuza, Sandisiwe Mbekeni, Madoda Ganu, Nomboxolo Faxi, and Busisiwe Nqithi. "Mathematics Teachers' Perceptions of the Principal's Role in Managing the Instructional Programme of the School." Educational Research for Social Change (ERIC) 13, no. 2 (2024): 147–70. https://doi.org/10.5281/zenodo.14031532.

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Instructional leadership practices in terms of defining the school mission, managing instructional programmes, and developing a positive school learning climate are significantly and positively associated with teachers’ effectiveness. Such practices have also been found to be critical in promoting teacher learning and development both at school and higher education levels. The key question posed in this study was what mathematics teachers’ perceptions of their principal’s management of the instructional programme of their schools were. The Principal Instructional Management R

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Maharjan, Prabin. "Digital Devices Used in a Secondory School: A Case Study of Access and Use in Learning Mathematics." Journal of Mathematics Education 5, no. 1 (2023): 110–23. http://dx.doi.org/10.3126/jme.v5i1.60859.

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This research investigates the types of digital devices used by students at a Secondary School in Kiritpur Municipality, Nepal, and their relationship with grade level, focusing on integrating technology in teaching mathematics. The case is urban school phenomena. A survey was conducted with 420 students, using a questionnaire for data collection. Statistical tools used in analysis included univariate (frequency and percentage) and bivariate (Chi-Square) methods. Findings show that mobile devices are the most widely used for attending online classes. Around 25% of students lack access to neces

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