Journal articles: 'Mathematics Academic achievement'

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Karadag, Ruhan, and S. Serdar Keskin. "The effects of flipped learning approach on the academic achievement and attitudes of the students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.

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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.

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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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Nepal, Binod. "Impact of Gender and Location on Mathematical Thinking and Mathematics Achievement." Journal of Advanced Academic Research 3, no. 3 (February 28, 2017): 11–21. http://dx.doi.org/10.3126/jaar.v3i3.16803.

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Educational empowerment is taken as the most important indicator of national development. Students' achievement is seen as the key to improve educational empowerment. So to enhance students' achievement we should pay attention to achievements of overall subject of the secondary level, which is the base of further education. This paper aimed to find out the level of Mathematical Thinking and the Mathematics Achievement of the students of grade X in Nepal gender and location wise. Three districts Sindhupalchok, Kathmandu, Mahottari were selected as the study area. 400 students were selected as the sample. Mathematical Thinking Test and Mathematics Achievement Test were used as the instruments and data was analyzed using t-test. Finally, the study found out that there is no significance difference on the level of Mathematical Thinking and the Mathematics Achievement between male and female and there was another finding was that there is significant difference between rural and urban students on the level of Mathematical Thinking and Mathematics Achievement. These findings are applicable to improve teaching strategies and create new plans to make better performance of the students from rural areas. Journal of Advanced Academic Research, Vol. 3, No.3, 2016, page:11-21

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RAO, Dr B. VENKATA. "A Study of Academic Achievement in Mathematics in Relation to Cognitive Styles and Attitude Towards Mathematics." Global Journal For Research Analysis 3, no. 1 (June 15, 2012): 7–8. http://dx.doi.org/10.15373/22778160/january2014/20.

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Naz, Sadaf, Muhammad Ilyas Khan, Syed Afzal Shah, and Anjum Qayyum. "INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS." Humanities & Social Sciences Reviews 9, no. 2 (April 22, 2021): 388–96. http://dx.doi.org/10.18510/hssr.2021.9238.

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Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.

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Lata, Hemant, and Leena Sharma. "Effect of Constructivist Approach on Academic Achievement of Seventh Grade Learners in Mathematics." International Journal of Scientific Research 2, no. 10 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/oct2013/36.

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Arenas, Joel, and Yiu Kwong Man. "Academic Achievement and Life Satisfaction of Students in Mathematics in Positive Education Intervention." International Journal of Social Sciences and Humanities Invention 7, no. 04 (April 22, 2020): 5910–18. http://dx.doi.org/10.18535/ijsshi/v7i04.04.

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Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.

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Karimova, Könül, and Benő Csapó. "The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts." Journal of Advanced Academics 31, no. 4 (June 22, 2020): 506–29. http://dx.doi.org/10.1177/1932202x20929703.

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The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.

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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.

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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

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Mubashrah Jamil, Zunaira Fatima Syeda, and Haji Karim Khan. "Impact of Private Tuition on the Mathematics Achievements of Secondary School Students." sjesr 4, no. 1 (March 30, 2021): 539–44. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(539-544).

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Private or additional tutoring has a greater impact on learning. It is more frequent among the secondary school students of Science and Mathematics. The purpose of this study was to explore the impact of additional tutoring on the academic achievements of Grad 9 students in Mathematics. In this study, there was one independent variable i. e. additional tuition, and one dependent variable academic achievement. A self-developed questionnaire was administered to conveniently sampled students of three public and one private school from district Sargodha. In total 118 students responded. The research hypothesis was ‘there is no significant relationship between additional tuition and academic achievement’. Collected data were analyzed at α=0.05 (the level of significance) to test the hypothesis. Although nonparametric statistic (Spearman rho and Kruskal-Wallis) was suitable to the type of data we had; nevertheless, we calculated parametric statistic (Pearson r and ANOVA) as well, using SPSS to have a comparative look at the two different types of statistic. Based on our analyses we reject the null hypotheses i. e. there is no significant relationship between additional tuition and academic achievement. We, henceforth, conclude that the additional tuition has a greater impact on the achievement of 9th graders in Mathematics. Thus, we recommend increasing the sample size. A similar investigation in other institutes of higher education could also be an extension to our study. The study may be carried out by adding more variables to academic achievement.

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Milosevic, Nikoleta, and Dragan Janjetovic. "Non-intellectual predictors of achievement in mathematics." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 166–79. http://dx.doi.org/10.2298/zipi0335166m.

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Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003). Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother?s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home). Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.

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Campbell, Patricia F., and Nathaniel N. Malkus. "Elementary Mathematics Specialists: Influencing Student Achievement." Teaching Children Mathematics 20, no. 3 (October 2013): 198–205. http://dx.doi.org/10.5951/teacchilmath.20.3.0198.

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NICHD EARLY CHILD CARE RESEARCH NETWORK. "Multiple Pathways to Early Academic Achievement." Harvard Educational Review 74, no. 1 (April 1, 2004): 1–29. http://dx.doi.org/10.17763/haer.74.1.k845735459043543.

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Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.

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Ullah, Kaleem, Sareer Badshah, and Hina Qamar. "Impact of Teacher’s Attitudes on Academic Achievement of Students in Mathematics." Liberal Arts and Social Sciences International Journal (LASSIJ) 2, no. 2 (December 31, 2018): 22–28. http://dx.doi.org/10.47264/idea.lassij/2.2.3.

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This study is conducted to find out the factor related to teacher which may contribute to the students` achievement in mathematics. For this purpose, a sample of 605 students is collected from 14 departments of different educational institutions in Peshawar, Khyber Pakhtunkhwa. Furthermore, the data is collected from BS, 5th semester except form department of mathematics. Data is analysed through the SPSS version 20. Data is subjected to statistical analysis using various statistical tools including descriptive statistic, t-test for independent sample, odd-ratio and binary logistic regression. Findings reveal that teaching method of the teacher has a significant impact, the value of teacher’s attitude in the class is also highly significant, teacher delivery of lecture in understandable language value shows a significant impact on students achievement in Mathematics and teacher motivated in mathematics learning’s value also shows the high significant result. The value of providing teaching material is also significant. Findings also shows that teachers take interactive class, adopt positive attitude, use understandable language, motivate and provide teaching material contribute to students` academic achievements.

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Önder, Emine, and Şeyma Uyar. "Factors affecting the academic achievement in socioeconomically disadvantaged students." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 6, 2018): 253–80. http://dx.doi.org/10.14527/pegegog.2018.011.

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The aim of this research is to assess factors affecting achievement of students coming from low socioeconomic background in PISA 2012 and with high and low achievement in mathematics performance. The research population consists of students who were 15 years old as of the date of PISA 2012 assessment. In the Turkey sample, there are 4848 students from a total of 170 schools from 57 cities in 12 statistical region units in PISA 2012. In this research, students within the lowest 33.00% section according to the economic sociocultural status index in the Turkey sample were included. The research was carried out with 218 students showing low achievement in mathematics and 173 students showing high achievement in mathematics including them all in socioeconomically disadvantaged group. As a result of the structural equation model applied considering students’ affective traits and achievement in mathematics, it is observed that the variable “attitude towards school” is a positive and significant predictor in the low achievement group. It is observed that the variable “affective characteristics towards mathematics” is a positive and significant predictor in the high achievement group while “attitude towards school” is a negative predictor of achievement in mathematics. These results can initiate attempts to review educational investments towards students’ achievement and can lead to fund transfers towards fields that can result in higher increase in achievement.

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Marjoribanks, Kevin. "Family and Ability Correlates of Academic Achievement." Psychological Reports 89, no. 3 (December 2001): 510–12. http://dx.doi.org/10.2466/pr0.2001.89.3.510.

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Relationships were examined among family social status, family learning environments, intellectual ability, and the mathematics and word achievement of boys and girls. Data were collected from 516 (250 boys, 266 girls) 11-yr.-old Australian children and their parents. Analysis indicated that the relationships between the predictor and achievement variables varied for boys and girls and differed depending on the achievement measure being examined. Generally, the family and ability measures combined to have large associations with word scores, while intellectual ability was the only significant predictor of mathematics achievement.

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Ha, Jung Sook, and Ja Kyoung Kim. "Analysis of the Structural Relationship of Mathematics Self-conception, Mathematics Academic Motivation, Cognitive load and Mathematics Academic Achievement." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 13 (July 1, 2017): 1–20. http://dx.doi.org/10.22251/jlcci.2017.17.13.1.

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Mishra, Savita. "Scientific Aptitude and Academic Achievement of Students in Mathematics." Pedagogy of Learning 06, no. 01 (January 30, 2020): 13–20. http://dx.doi.org/10.46704/pol.2020.v06i01.002.

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Chertkova, Y., N. Zyrianova, and S. Pyankova. "Gender differences in academic achievement of twins in mathematics." Personality and Individual Differences 60 (April 2014): S57. http://dx.doi.org/10.1016/j.paid.2013.07.242.

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Van Dijk, Martin L., Renate H. M. De Groot, Hans H. C. M. Savelberg, Frederik Van Acker, and Paul A. Kirschner. "The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study." Journal of Sport and Exercise Psychology 36, no. 5 (October 2014): 460–73. http://dx.doi.org/10.1123/jsep.2014-0014.

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The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose–response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

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Mutisya, Elizabeth N., Theresia K. Kinai, Jotham N. Dinga, and Samuel M. Mutweleli. "Relationship between Academic Emotions, Self-efficacy and mathematics achievement of secondary school students in Central Division, Machakos County, Kenya." Msingi Journal 1, no. 2 (August 27, 2018): 29–57. http://dx.doi.org/10.33886/mj.v1i2.51.

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The purpose of this study was to determine the relationship between academic emotions and self- efficacy in predicting mathematics achievement of secondary school students. A random sample of 300 form three students (150 males, 150 females) was selected from public secondary schools in Central Division, Machakos County, Kenya. Correlation research design was adopted and data collected using a self report questionnaire. Analysis of examination records was done to obtain data on mathematics achievement. Relationships were determined using Pearson product-moment correlation method while t-test for independent samples was used to determine gender differences between students’ academic emotions, self-efficacy and mathematics achievement. Results revealed a significant relationship between students academic emotions, self-efficacy and mathematics achievement. Significant gender differences were found in students’ academic emotions and self-efficacy. The findings are useful in helping students to develop control over the process of learning mathematics and attach high value to the subject, which lead to development of positive emotions which have a positive correlation to academic achievement.

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Afthina, Himmatul, Mardiyana Mardiyana, and Ikrar Pramudya. "The Comparison of Think Talk Write and Think Pair Share Model with Realistic Mathematics Education Approach Viewed from Mathematical-Logical Intelligence." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 181. http://dx.doi.org/10.20961/ijsascs.v2i1.16706.

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<p class="Abstract">The aims of this research to determine the effect of Think Talk Write (TTW) and Think Pair Share (TPS) model with Realistic Mathematics Education (RME) approach viewed from mathematical-logical intelligence. This research employed the quasi experimental research. The population of research was all students of the eight graders of junior high school in Karangamyar Regency in academic year 2016/2017. The result of this research shows that (1) TTW with RME approach gave better mathematics achievement than TPS with RME approach, (2) Students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one, (3) In TTW model with RME approach, students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average and low mathematical-logical intelligence gave same mathematics achievement, and in TPS model with RME approach students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one (4) In each category of mathematical-logical intelligence, TTW with RME approach and TPS with RME approach gave same mathematics achievement.</p>

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Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.

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In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

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Mboya, Mzobanzi M. "Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents." Perceptual and Motor Skills 87, no. 1 (August 1998): 155–61. http://dx.doi.org/10.2466/pms.1998.87.1.155.

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This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

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Ullah, Kaleem, Sareer Badshah, and Muhammad Rauf. "Factors Associated with Academic Achievements of Students in Mathematics." Liberal Arts and Social Sciences International Journal (LASSIJ) 1, no. 2 (December 31, 2017): 69–76. http://dx.doi.org/10.47264/idea.lassij/1.2.8.

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This study is conducted to find out the factors which are associated with students’ academic achievements in the subject of mathematics in different higher education institutions which are based in Peshawar, Khyber Pakhtunkhwa, Pakistan. The data is collected through a structured questionnaire from Bachelor of Studies (BS) 5th semester program of all the academic departments of well-known government educational institutions of Peshawar. All academic departments, except the departments of mathematics were selected, especially where the subject of mathematics is taught as compulsory or general course to the undergraduate students. The collected data is analysed on SPSS-20. For the analysis purpose mean, standard deviation, T-test, chi-square, and odd ratios are used. The results show that earlier performance such as primary level, attitude toward mathematics, difficulty of mathematics, study hours and self-confidence in mathematics learning are associated with students’ academic achievement in mathematics.

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Kusumawardhani, Dianti Endang. "Social Environment in Supporting Gifted Students’ Academic Achievement." Jurnal Psikologi Sosial 16, no. 1 (September 16, 2018): 56–75. http://dx.doi.org/10.7454/jps.2018.6.

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The implementation of acceleration program for the gifted students was problematic and has been dismissed by Indonesian Government in 2014. 240 first year students from three high schools in Jakarta participated in this study. The study focused on the social environment that is projected in accelerated and regular classrooms. Type of Classrooms is associated with Accelerated learning. Path analysis model was used to develop the relationships between latent and manifest variables. This study employed PLSPATH program to analyse the data. The results showed accelerated learning is positively related to Self-Regulated Learning in Biology but there is only a very weak relation in Mathematics. Accelerated learning positively and marginally related to Self-Efficacy in Biology, but negatively and marginally related to Mathematics Self-Efficacy. There is a significant relationship between Accelerated learning and Achievement in both Mathematics and Biology.

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El-Adl, Adel, and Hussain Alkharusi. "Relationships between self-regulated learning strategies, learning motivation and mathematics achievement." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 104–11. http://dx.doi.org/10.18844/cjes.v15i1.4461.

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This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills. Keywords: Self-regulation, learning motivation, learning beliefs, academic achievement, learning.

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Raine, Lauren B., John R. Biggan, Carol L. Baym, Brian J. Saliba, Neal J. Cohen, and Charles H. Hillman. "Adolescent Changes in Aerobic Fitness Are Related to Changes in Academic Achievement." Pediatric Exercise Science 30, no. 1 (February 1, 2018): 106–14. http://dx.doi.org/10.1123/pes.2015-0225.

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There is a growing trend of decreasing physical fitness among adolescents, which may result not only in poorer physical health, but also in poorer academic achievement. Purpose: The purpose of this study was to investigate the changes in aerobic fitness and academic achievement in reading and mathematics during middle school. Methods: This study employed a prospective, longitudinal cross-sectional design. Fifty-two adolescents were followed from sixth grade through eighth grade. In the spring, sixth-, seventh-, and eighth-grade students completed Progressive Aerobic Cardiovascular Endurance Run tests measuring aerobic fitness. In addition, students also completed Illinois Standards Achievement Test academic achievement tests in reading and mathematics. Results: Changes in aerobic fitness between sixth and eighth grade were positively related to changes in academic achievement in both reading and mathematics between sixth and eighth grade. Conclusion: These data suggest that changes in aerobic fitness may modulate changes in academic achievement. These findings highlight the importance of physical activity and have broad relevance for educational systems and policies.

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Njoki, Priscilla Gachigi, Dakota King-White, Theresia Kinai, and Edward Kigen. "Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya." Journal of Education and Learning 8, no. 3 (May 10, 2019): 102. http://dx.doi.org/10.5539/jel.v8n3p102.

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Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

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Ching, Boby Ho-Hong, Hannah Xiaohan Wu, and Tiffany Ting Chen. "Maternal achievement-oriented psychological control: Implications for adolescent academic contingent self-esteem and mathematics anxiety." International Journal of Behavioral Development 45, no. 3 (January 7, 2021): 193–203. http://dx.doi.org/10.1177/0165025420981638.

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Using random intercept cross-lagged panel analysis, this study examined the longitudinal relations of mathematics anxiety to maternal achievement-oriented psychological control and academic contingent self-esteem in 336 Chinese adolescents from the age of 13 to 17. Results showed that, at the between-person level, adolescents who perceived their mothers as more psychologically controlling in achievement domains over time were also the ones with higher levels of academic contingent self-esteem and mathematics anxiety, compared with other adolescents. Our within-person analyses are in line with the within-person hypotheses that underline self-determination theory: adolescents’ perceptions of maternal achievement-oriented psychological control were linked to mathematics anxiety through academic contingent self-esteem. We also found that the association between maternal achievement-oriented psychological control and mathematics anxiety was bidirectional, which supports the transactional perspective of parental influence. This study contributes to the literature by elucidating potential processes and reciprocal associations involved in parental psychological control, academic contingent self-esteem, and mathematics anxiety.

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Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.

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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.

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Abdelkarim, Ra’ed, and Reem Abuiyada. "The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman." International Education Studies 9, no. 5 (April 26, 2016): 124. http://dx.doi.org/10.5539/ies.v9n5p124.

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<p class="apa">This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, “Mathematics for Social Sciences I” in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015. The sample of the study was divided randomly into two groups, the first group was selected as experimental group (16) students and the other group was selected as control group (16) students. Both groups studied the same curriculum, same materials, and both groups had been taught by the same instructor. Data were collected by using, Mathematics Achievement Test (MACT) which was prepared by the researchers. In order to analyze data, researchers used mean, standard deviations, and Analysis of t-test. The result of the study found that peer teaching strategy is an active tool to increase the mathematical achievement. The study recommended the instructors and college professors to use peer teaching in order to improve the performance of the students in mathematics.</p>

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Torres, Zayoni N., and Ramon A. Moran. "Race, SES, and mathematics achievement conflicts: how policy and political climate affect academic achievement." ZDM 46, no. 7 (July 10, 2014): 987–98. http://dx.doi.org/10.1007/s11858-014-0609-8.

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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, no. 1 (March 8, 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.

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The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.

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Hardanti, Kurniasari Novi. "Factors that Affect Academic Achievement Student." AKRUAL: Jurnal Akuntansi 7, no. 2 (May 1, 2016): 93. http://dx.doi.org/10.26740/jaj.v7n2.p91-101.

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AbstractThe aim of this research is to reveal the influence of student’s background when entered university are the entrance, the priority option to choose field of study, majoring of the high school, mathematics value in high school, and other factor is active to follow assistance toward academic achievement accounting student, that explain as value quantitative accounting and Grade Point Advantage. The population of the research is undergraduate students of the Department of Accounting, Faculty of Economy and Business, University of Brawijaya, entering in 2008, still enlisted as active student, and is having auditing practice course. The data of the research is taken by using questionnaire. The questionnaires given are 170 but only 137 which meet the criteria purposive sampling. Result of the research show that only university recruitment’s way and active to follow assistance that has significant influence on the academic achievement for Accounting Student.

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Reglin, Gary L. "CAI Effects on Mathematics Achievement and Academic Self-Concept Seminar." Journal of Educational Technology Systems 18, no. 1 (September 1989): 43–48. http://dx.doi.org/10.2190/aeu3-v6ap-5kbu-vep9.

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An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

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Elsayed, Sahar Abdo, and Heba Mohamed Nasef. "The Effectiveness of a Mathematics Learning Program Based on the Mind Habits in Developing Academic Achievement Motivation and Creative Thinking among Prince Sattam Bin Abdulaziz University Students." International Journal of Higher Education 10, no. 1 (September 23, 2020): 55. http://dx.doi.org/10.5430/ijhe.v10n1p55.

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The research aimed at identifying the effectiveness of a mathematics learning program based on the Mind habits in developing academic achievement motivation and creative thinking among University students. To collect the data, the researchers used the academic achievement motivation scale (Elsayed, 2012) and the creative thinking in Mathematics test (Prepared by the Researchers). The study methodology based on the semi experimental method and the statistical program SPSS was used to analyze the collected data. The sample was chosen randomly from the mathematics department. The results found that there are statistically significant differences between the scores of the academic achievement motivation and the creative thinking in favor of the post- applications at (0.01) level and this showed that the program has positive effects in developing the academic achievement motivation and the creative thinking in Mathematics among Prince Sattam Bin Abdulaziz University Students.

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Tezer, Murat, Meryem Gülyaz Cumhur, and Aytan İldırımlı. "Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 83–92. http://dx.doi.org/10.23947/2334-8496-2020-8-3-83-92.

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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.

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Asrori, Asrori. "Feedback Effectiveness Attributional Modification Schunk Model for Improvement of Academic Self-Efficacy Primary School Students in Math Lesson." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 170. http://dx.doi.org/10.26737/jetl.v2i2.281.

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This experimental study examines the effect of Schunk Model's attributional feedback to improve academic self-efficacy of elementary school underachievers and low achievers in mathematics. The hypothesis that student who receives an attributional feedback, either oral or written, both get higher scores on self-efficacy and mathematics achievement than control group was Examined. The elementary students' grade III and IV Whose mathematics Reviews their achievements were below average grade was Involved as a research subject. With the random procedure, the subjects were assigned to one of three groups: (1) oral attributional feedback, (2) written attributional feedback, (3) reinforcement feedback and (4) no treatment. Profile analysis indicates that oral feedback and reinforcement attributional more effective to increase of mathematics self-efficacy and students' achievement than written. Analysis of variance with Least Significant Difference indicates that students who receive either oral or written feedback attributional got higher scores on mathematics self-efficacy and achievement than the control group. Furthermore, factorial design analysis indicates that attributional feedback, either oral or written, was more effective than low achievers to underachievers.

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Oracion, Quiliano Jr Gonzales, and Ivy Lyt Sumugat Abina. "The mediating effect of students’ attitude to student career aspiration and mathematics achievement." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 3 (June 29, 2021): 158–73. http://dx.doi.org/10.23917/jramathedu.v6i3.13784.

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Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region. The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents. In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.

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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

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Eveland-Sayers, Brandi M., Richard S. Farley, Dana K. Fuller, Don W. Morgan, and Jennifer L. Caputo. "Physical Fitness and Academic Achievement in Elementary School Children." Journal of Physical Activity and Health 6, no. 1 (January 2009): 99–104. http://dx.doi.org/10.1123/jpah.6.1.99.

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Background:The benefits of physical fitness are widely acknowledged and extend across many domains of wellness. The association between fitness and academic achievement, however, remains to be clarified, especially in young children. Therefore, the purpose of this study was to examine the relationship between fitness and academic achievement in elementary school children.Methods:Data were collected from 134 third-, fourth-, and fifth-grade children. One-mile run time, body mass index, curl-up, and sit-and-reach data were collected from physical education instructors in Middle Tennessee. The percentage of questions answered correctly for the mathematics and reading/language arts sections of the Terra-Nova achievement test was taken as a measure of academic achievement.Results:A negative association (P < .01) was noted between 1-mile run times and mathematics scores (r = –.28), whereas a positive relationship (P < .05) was observed between muscular fitness and mathematics scores (r = .20). Relative to sex differences, inverse relationships (P < .05) were observed between 1-mile run times and reading/language arts and mathematics scores in girls (r = –.31 and –.36, respectively), but no significant associations were evident in boys.Conclusions:Results from this study support a link between specific components of physical fitness and academic achievement in elementary school children.

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Seo, Eun Hee. "Private Tutoring and Academic Achievement: Self-Study as a Mediator." Social Behavior and Personality: an international journal 46, no. 5 (May 1, 2018): 823–30. http://dx.doi.org/10.2224/sbp.6689.

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I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

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Trisna Jayantika, I. Gusti Agung Ngurah, Putu Suarniti Noviantari, I. Putu Ade Andre Payadnya, and I. Gusti Ayu Virly Permatasari. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN MEDIA KARTU DOMINO TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMA." Satya Widya 35, no. 2 (December 4, 2019): 161–67. http://dx.doi.org/10.24246/j.sw.2019.v35.i2.p161-167.

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This study aimed to determine whether the mathematical learning achievement of students who learned using cooperative learning mode of STAD assisted by domino card is better than the students who learned using conventional learning model. The type of this research was quasi-experimental research in which the post-test only controlled group design. The population of this research was students of 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019 totaling 321 students who were distrbuted into 9 classes. The sample was taken using Cluster Random Sampling technique where two classes were chosen as experimental class and control class. Data of students’ mathematical learning achievement were collected by test method. Data were analyzed using one-tail t-test with a significance level of 5%. The results of data analysis showed that the mathematics learning achievement of students who learned using cooperative learning model of STAD assisted by domino card was better than the mathematics learning achievement of students who learned using the conventional learning model in 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019.

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Aeschlimann, Belinda, Walter Herzog, and Fabian Sander. "Irregular Teacher Turnover and Student Academic Achievement in High Schools: A Study in the Subjects Mathematics, German, French and History." Journal of Education and Learning 8, no. 2 (February 25, 2019): 25. http://dx.doi.org/10.5539/jel.v8n2p25.

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Teacher turnover that is not related to regular school transitions is a neglected topic of educational-psychological research. This study examines irregular teacher turnover and its effect on students’ academic achievement in the subjects Mathematics, German, French and History at four high schools of the canton of Berne, Switzerland. The study is based on an administrative dataset used to track the academic achievement of N = 1789 students from more than 100 classes. The results show that irregular teacher turnovers affect every 12th class on average, whereby definitive turnovers occur more frequently than temporary ones. In all examined subjects, panel data models show that irregular teacher turnovers have a more or less pronounced negative effect on students’ academic achievements. With respect to the students’ gender no significant differences have been observed.

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ÇEVİK, Mustafa, Makbule Düzgün, and Barış Elif Öztaş. "Effects of The Intelligence Games Approaches on Academic Achievement And Attitude of Students With Mild Intellectual Disability in Mathematics Course." International Journal of Learning and Teaching 8, no. 1 (January 17, 2016): 02. http://dx.doi.org/10.18844/ijlt.v8i1.698.

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The aim of this study is to determine effects of the intelligence game (Tower of Hanoi) on academic achievement and attitude of students studying at 5th class of secondary school with Mild Intellectual Disability (MID) in mathematics of the course. In the study, pretest-posttest design, one group of pre-trial model, was used. The participants of the research consisted of 8 students with MID. To the students at the beginning of the study, "Mathematics Achievement Test", "Mathematics Attitude Scale" and “Concept Acquisition Interview” pretest - posttest was applied. The data obtained from the achievement test and attitude scale were analyzed by using rank test signed non-parametric Wilcoxon on SPSS 16.0 software. The data obtained in the interview form were interpreted by using the content analysis method .It was found that at the end of the study, students improved their academic achievement in mathematics education meaningfully in the course taught with Tower of Hanoi and the attitudes to the course were developed in a positive direction. Keywords: Mild intellectual disability, intelligence game, mathematics course, academic achievement, attitude.

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Yavuz Mumcu, Hayal, and Meral Cansız Aktaş. "The effect of the use of mathematics course in terms of prospective teachers’ attitudes toward mathematics and their beliefs on the nature, teaching, and learning of mathematics." Pegem Eğitim ve Öğretim Dergisi 9, no. 3 (June 15, 2019): 697–728. http://dx.doi.org/10.14527/pegegog.2019.023.

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The aim of this study is to examine the effect of the use of mathematics course on the prospective teachers’ attitudes towards mathematics and their beliefs on the nature, teaching and learning of mathematics and also to explore their opinions about the subject course. The results of the study were also interpreted according to the academic achievement variable. The study was prepared according to the mixed embedded experimental design and the study group is formed with 40 prospective teachers who take the use of mathematics compulsory elective course in a state university in Turkey. The Mathematical Attitude Scale, the Beliefs Scale about Mathematics Teaching and Learning and Student Opinion Form were used in the study. It was found that the prospective teachers who took the subject course differed significantly and positively in their attitudes towards mathematics, enjoyed mathematics more after the course and had more confidence in themselves by defeating their fears. The use of mathematics course made prospective teachers to deviate from traditional beliefs and have more constructive beliefs about mathematics. Besides, the effect of the course on the attitudes and beliefs of the prospective teachers with different academic achievement levels did not differentiate.

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OZDEMIR, Ahmet Sukru, and Muhammet SAHAL. "The Effect of Teaching Integers through the Problem Posing Approach on Students’ Academic Achievement and Mathematics Attitudes." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–21. http://dx.doi.org/10.14689/ejer.2018.78.6.

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Ugwuanyi, Christian Sunday, Chinedu I. O. Okeke, and Chinyere G. Asomugha. "Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 492–501. http://dx.doi.org/10.18844/cjes.v15i3.4916.

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In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy. Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem;

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Journal articles on the topic 'Mathematics Academic achievement'

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