Mathematics Performance

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the studentsrsquo pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and sel...

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the students' pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and self-efficacy has a significant moderately low negative correlation, mathematics anxiety and mathematics performance has no significant correlation, and self-efficacy and mathematics performance has a significant moderately low positive correlation. Thus, mathematics performance of students can be better determined based on the level of their self-efficacy than on their level of mathematics anxiety.

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the students' pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and sel...

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the students' pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and sel...

One of the most important variables affecting middle school students’ mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help more effective mathematics planning process. In this context, the purpose of this study was to investigate the relationships among middle school students’ task values concerning the math class, their expectancy perceptions and mathematics performance via a structural equation model. The study was conducted on 200 middle school students receiving their education in Konya provincial center. Fifty point five percent of the students (n=101) were female whereas 49.5 %. (n=99) were male. Twenty-nine percent of the students (n=58) were sixth graders, 35 % (n=70) were seventh graders and 36 % (n=72) were eighth graders. The Self and Task Perception Inventory in mathematics was used to identify the students’ task values and expectancy perceptions concerning mathematics, while end-of-the-term math class scores were used to determine their mathematics performances. The data obtained were analyzed using the structural equation modeling. According to the results that were obtained, it was understood that expectancy beliefs, task difficulty and intrinsic interest value were the most effective variables on mathematics performance. Moreover, findings of this study show that students with high expectancy perceptions in mathematics who derived pleasure from dealing with mathematics and had less difficulty in mathematics had higher mathematics achievements. The findings that were obtained were discussed in light of theoretical explanations.

It has been observed that most students had negative view towards mathematics and as a
result, they also performed poorly.As such, it is imperative for every math teacher to understand the
reasons behind this negative view to improve their student’s performance. This observation led the
researcher to conduct a study on Correlation of Mathematics Performance and Anxiety of third and
fourth year students for school year 2012-2013 across the different programs.This study determined the
numerical anxiety level and mathematics performance of the respondents along age, gender and
programs. The study revealed that students, regardless of age had passing performance. However, female
and male students had fair and passing mathematics performance, respectively. Students from College of
Business Education, Teacher Education and Computer Studies had fair performance while those from
Marine Transportation, Criminal Justice Education and Engineering had passing performance. The study
also revealed that students across different variables had moderate numerical anxiety level. Furthermore,
it was found out that mathematics performance is significantly related to numerical anxiety. However, the
relationship was inverse and small.

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the students' pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and sel...

This descriptive correlational study aimed to determine the relationship between College Admission Examinations, consisting of Entrance Examination and English Aptitude Test (EAT), and academic performance in College Algebra of BSMIT students. The data used were based on the admission examination results for the academic year 2009-2010 and grades in College Algebra during the 1st semester, academic year 2009-2010 of BSMIT students at JBLFMU-Molo, Inc. Results show that performance of the respondents both in their Entrance Examination and EAT was average, while the level of their academic performance in College Algebra was good.  The relationship, as obtained from the Spearman’s Rho test, was found to be moderate, direct, and significant both between the performance in the Entrance Examination and level of performance in College Algebra and the performance in EAT and level of performance in College Algebra.

This study investigated the relationship among stress, test anxiety and academic performance in Mathematics among Senior Secondary School Students in Katsina metropolis. The study was conducted with four research objectives, four research questions and four null hypotheses. The study adopted correlational research design and used two questionnaires as instruments for data collection. The sample for the study was arrived at using stratified sampling technique. A total of three hundred and twenty seven (327) students were used as research sample. The analysis of the data collected was done using both descriptive and inferential statistics. Findings among others show that: there is significant relationship between stress and academic performance in mathematics among senior secondary school students in Katsina metropolis (r=-0.932, p<0.05). It is recommended that proper stress assessment should be conducted to secondary school students by school managements in order to find and tackle the different levels of stress that affect students.

The main purpose of the study was to establish the predictive validity of mathematics teachers’ attributes and attitude towards mathematics subject as determinants of the students’ mathematics performance among Bachelor of Secondary Education major in Mathematics students from selected Campuses of Polytechnic University of the Philippines. Findings of the study showed that teachers handling College Algebra, Number Theory, and Spherical Trigonometry subjects have outstanding teacher attributes. Likewise, teachers handling Advanced Algebra, Plane Trigonometry, Differential Calculus, and Mathematical Logic have very satisfactory ratings. In terms of attitude towards mathematics, students possess positive attitude towards all mathematics subjects covered in the study. In terms of mathematics performance, students have satisfactory performance in all mathematics subjects except in Advanced Algebra with a fair performance.It was revealed that none of the dimensions of mathematics teachers’ attributes and dimensions of attitudes towards mathematics significantly determined the performances of the students in College Algebra, Plane Trigonometry, Spherical Trigonometry, and Mathematical Logic. Furthermore, teachers’ personal attributes and enjoyment of mathematics were significant determinants of Advanced Algebra performance. Likewise, teachers’ personal attributes was revealed as a significant determinant of Plane Geometry performance. Lastly, self confidence with mathematics was a significant determinant of performances in Differential Calculus and Number Theory.

This study sought to investigate the causes of mathematics anxiety experienced by Grade 8 students in relation to their academic performance. The respondents were randomly selected from the different public and private junior high schools in the province of Isabela. To gather the needed data, personal data and grading sheets, a validated Mathematics Anxiety Scale (MAS) and observation guides were utilized. Results revealed that students are low to moderately anxious about mathematics especially on the areas of taking a test and listening to lectures in a mathematics class. Among the varied groups, boys, older ones, and public school students are more significantly anxious than their counterparts. Respondents with higher level of parents' educational background registered lower anxieties. Moreover, the fairly satisfactory performance of the students has no significant connection to their mathematics anxiety. It is recommended that the MAS be used to diagnose students with high levels of anxiety to give teachers and parents a better understanding of their behavior and in what aspects do they need help.

This action research aimed to improve the mathematics performance of 56 Grade 11 students of Buug National High School students. Thirty-one or 55% scored the average and poor level of mathematical skills in the Diagnostic Test. The researcher addressed in improving mathematics performance using the Jigsaw technique. The results of the study showed that the number of students who were within a poor level was reduced in the Evaluation Test. There is a significant difference (p = 0.030) in the Mathematics performance of Evaluation Test results between the lecture method and the Jigsaw technique. The findings stressed that the results of the Evaluation Test of control and treatment groups have significant differences. It is proposed that teachers should design activities through the Jigsaw technique to promote mathematics understanding by having students practice, solve, manipulate, reason, and perform. Jigsaw technique may help students make connections across mathematical skills and concepts, and other disciplines. Following the Jigsaw technique activity, students should have time to discuss how they perform in solving mathematical activities. With careful planning, implementation, and evaluation mathematical activities can be achieved successfully by most students.
Keywords: mathematics performance, skills, and concepts; manipulate; jigsaw
technique; cooperative learning; solving; and mathematical activities

Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael's College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers' and SMCC teachers' extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students' performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

Cognitive ability predicts mathematics performance. However, there are other factors like study habits and psycho-sociological characteristics which also influence students’ performance. With these factors, this study aspires to obtain a structural model that best fit college mathematics performance. The study was conducted using descriptive - correlational method. Employing convenience sampling, a total of 278 second year to fourth year BSED students of the selected state colleges and universities in the Davao region were subjected to study. Descriptive statistics was used to determine the respondents’ cognitive ability level, psycho-sociological level, level of study habits, and college mathematics performance. The structural equation modeling (SEM) was then employed to test the structural model fit of the variables. Results show that the respondents have very satisfactory cognitive ability level based on high school GPA and college admission test. Their psycho-sociological and study habits levels were both slightly high. Their college mathematics performances were also in very satisfactory level. A structural equation model that best fit mathematics performance was determined. The latent variables - cognitive ability, psycho-sociological factors, and study habits have direct effects to the mathematics performance. It confirmed that college mathematics performance is not only influenced by cognitive ability but also by psycho-sociological characteristics and study habits of the students. It concludes that enhancing psycho-sociological characteristics and study habits of the students will also improve their college mathematics performance. For further research on mathematics performance, inclusion of other non-cognitive factors in the structural model is recommended.

Mathematics teachers&#39; quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students&#39; Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael&#39;s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Fur...

Over the past several decades, students learned by traditional teaching methods. As innovations in teaching have been developed due to changes in mathematics instruction in terms of content, lesson design, and assessment. The K-12 curriculum has been modified to include technology use in order to address the current state of students' mathematics performance. Technology helps to provide the students with the motivation they need to learn. Perhaps, students may have a greater opportunity to study mathematics more deeply with the use of technology. Quite several teachers use computers as their aid in teaching. These can be powerful aids in mathematics teaching and learning. This quasi-experimental study aimed to ascertain the effectiveness of computer-assisted instruction in improving the mathematics performance of Grade 11 Science, Technology, Engineering and Mathematics (STEM) students. Two groups of 30 students each for the experimental group that received computer-assisted instruction for seven weeks. For the control or comparison group that did not receive the treatment, but continued to learn through the traditional teacher-led classroom instruction were involved. Using a mathematics achievement test consisting of fifty (50) multiple-choice questions, results revealed a fairly satisfactory performance of students in the pretest, while a very satisfactory to outstanding performance was noted in the posttest. A highly significant difference existed in the mathematics performance of students taught using the traditional teaching method and using computer-assisted instruction. The use of an interactive computer-assisted learning tool increases the mathematics performance of the students.

Mathematics skills are key factors for success in business studies, and for access to business degrees. It is important, therefore, to understand the determinants of mathematics scores among business students. The aim of our study was to identify factors that can explain mathematics performance among a cohort of business school students in Norway. This paper used a linear regression to quantify statistical associations between mathematics performance and the following independent variables: gender, grade point average (GPA) from upper secondary school, background in mathematics education, Big Five personality traits, and attitudes towards mathematics (ATM). Two factorsmathematics background, and self-confidence in mathematicswere positively associated with performance, though the significant effect of mathematics background disappeared after controlling for ATM. Given the importance of mathematics for success 24 in business studies, we recommend that efforts are made to improve students' confidence in this topic.

The efficiency of Continuous Assessment in guided discovery can be judged through periodic observation and collection of information from specific tasks assigned to students during their discovery learning process. The current research is aimed at exploring outcomes of continuous assessment that enhance the academic achievement of SSSI students. Sixty one (61) students were sampled out from SSSI in a coeducational school – Government Day Secondary School (GDSS), Dutse Alhaji, Bwari Area Council of FCT, Abuja for the experiment. They were all involved in the study of Pure Mathematics as a compulsory subject. Post-test design of control and experimental groups was adopted. An achievement test was used to collect the information from respondents. Independent sample t-test was also applied as test of significance. It was concluded that continuous assessment had positive effects on students' achievement in discovery learning. It was recommended that teachers who are well versed in evaluation and assessment techniques should be encouraged and their expertise utilized to enhance students' performance at the SSSI level. In addition, training should be given to the instructors.

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.

Competence in Mathematics is considerably an inevitable factor in the holistic development of a learner. Several studies reported different factors which lead to students' poor performance in this subject. This study generally aimed to assess the entry mathematics performance of the Bachelor of Science in Industrial Technology. Specifically, the study aimed to describe the student's profile, determine their attitudes and beliefs towards mathematics and impression to mathematics teachers towards their entry mathematics performance. It employed the descriptive research design involving eighty-seven Industrial Technology students. The findings revealed that the level of the entry mathematics performance of the students was good. It was disclosed that students have a moderately positive attitude and beliefs towards Mathematics and impressions to Mathematics teachers. Students who have shown positive attitude, beliefs and impressions to Math teachers tend to perform better. Considering the results of the study, effective strategies in teaching with meaningful intervention activities to develop positive attitudes and beliefs of the students are recommended. Thus, utilization of new innovations and technologies and integration of values formation shall be done in the teaching of mathematics to build positive attitudes and beliefs which yields to better performance and cope with the demand of IR 4.0.

This experiment tested the effect that calculator use had on 200 randomly assigned college students’ mathematical performance. The purposes of the current experiment were twofold: to measure the level of mathematical preparation of current college students, and to test whether calculators improve mathematical performance in such students as it does in precollege students. There was a significant difference in math performance between the two groups, with the calculator group outperforming the no-calculator group. The dozen demographic variables measured did not significantly predict performance. The improved mathematical improvement may not be due to calculators being easy, but rather to the effect of learning experiences.  Classroom policies concerning the use of calculators need to be evaluated and possibly changed.

This study determined the extent of influence of motivating factors towards learning Mathematics on pupils’ academic performance. The pupils studied were from Cantil-e Elementary School in the Division of Dumaguete City for School Year 2016-2017. Some 73 Grade Five Pupils were taken in as respondents. The study was descriptive in nature. It utilized the percentage, mean, and the Spearman Rank Correlation Coefficient for the statistical analysis. The study revealed that the following motivational factors are moderately related with the pupils’ academic performance: performance goal, achievement goal, and learning environment stimulation. On the other hand, the pupils’ academic performance was found to have a “Weak” degree of relationship with self-efficacy, active learning strategies and Mathematics learning value. Findings of this study also revealed that the pupils’ profile has a “Weak” degree of relationship to the overall motivating factors. Also, the study found a “Moderate” degree of relationship between the extent of influence of motivating factors towards learning Mathematics and the pupils’ academic performance.

The main purpose of this study is to determine the effect of language of encouragement on mathematics anxiety, self-efficacy, and mathematics performance of college students. The study utilized the Pre-test Post-test Comparison Group Design. The effect of language of encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance was determined by comparing the studentsrsquo pre-test and post-test scores. The results revealed that techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics performance of students. To support the claim that encouragement is better than praise, the mean differences of the post-tests of two groups were obtained using t-test for independent samples. The results showed significant results in all outcome variables which reveals that encouragement can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance of students much better than praise. Mathematics anxiety and sel...

In the United States, men are more likely to pursue math-intense STEM courses and careers than women. This investigation explored whether positivity bias in the degree to which people overestimate their past performance contributes to this gender gap. To find out, two studies were conducted with undergraduate college students in the Southern United States. In Study 1, participants (n = 122) completed a math test and estimated the percent they had solved. They then were given feedback and completed a second math test and estimation. Men overestimated their performance more than women, judging they had done better on the test than they actually had. This gender difference was not present after feedback. Further, women, but not men, who reported a more positive previous experience with math were more likely to overestimate their performance. In Study 2, participants (n = 184) completed a math test and estimated the percent they had solved. They also reported their interest in pursuing math courses and careers. Again, men overestimated their performance more than women. This greater overestimation of performance in men accounted for their greater intent to pursue math fields compared to women. The findings suggest that gender gaps in STEM fields are not necessarily the result of women underestimating their abilities, but rather may be due to men overestimating their abilities.

Introduction Education is one of the main components that play a key role in the socioeconomic , political development and improvement in the human society. Countless factors have been analysed to explain why some students perform better or attain higher levels of academic achievement than other students. The main purpose of this study is to find out the role of cultural factors on the Mathematics performance of secondary school students in Gaborone, Therefore, educators need to recognise the potential of culture in prompting and producing educational achievement in children. It is known that culture is ubiquitous, multidimensional, and complex. The term culture has been defined by many researchers and scholars from their own points of view. For example, [1] a nineteenth-century anthropologist, first defined culture as that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits by man as a member of a society. According to [2] the academic life of the student cannot be disconnected from the student's home environment. It takes

The study investigated the relationship between English language proficiency and mathematics performance among senior secondary school students in Bauchi metropolis. Explanatory correlational research design was used in the study. The population of the study comprised of all the nine thousand and sixty two (9062) SS2 Students within Bauchi metropolis.

We investigated the mediating effects of anxiety and mind wandering in the relationship between stereotype threat and academic performance, testing our multiple mediation model with 5,000 bootstrap samples. The participants were 76 female undergraduate students at South China Normal University. Results showed that both anxiety and mind wandering

There is a rising interest in exploring factors that influence international students’ math performance in the Monash
University Foundation Year (MUFY) as the total number of international students enrolled in the pre-university program is increasing and also their results in math will determine the degree programs to be taken in the university. The primary aim of this study is to determine whether self-regulated learning strategies and math anxiety are significant predictors of math performance for international students in the MUFY program. The use of self-regulated learning strategies was measured by the Learning and Study Strategies Inventory (LASSI), math anxiety was measured by a revised version of the Math Anxiety scale, and math performance was measured by the final score of Fundamental Mathematics A. The study group was comprised of 76 international students in the pre-university program at a Malaysian private college. The analysis suggests that international students’ math performance is positively correlated with attitude, motivation and test strategies, but negatively correlated with math anxiety. And also attitude and test strategies are two significant predictors of math performance for international students. The results of this study have significant contribution to the program at the college.

In the light of the ASEAN Economic Integration, the educational system is now geared towards K-12 landscape. This study presents analyses on the students’ motivation and intention towards learning Mathematics, Mathematics performance and students’ preferred track in the senior high during the first batch of the K-12 implementation. A survey was conducted investigate students’ motivation and intention towards learning mathematics, since motivation is perceived as a pre-requisite of and an indispensable component for student engagement in learning. Saeed and Zyngier also cited that, student engagement in learning is not only an end in itself but it is also a means to the end of students achieving sound academic outcomes. A correlation approach was adapted to show relationship among students’ motivation, students’ intention towards learning Mathematics, Mathematics performance, and preferred track in the senior high school. This was conducted at the Basic Education Department - North C...

Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)-a public school-and St. Michael's College of Caraga (SMCC)-a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers' and SMCC teachers' extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students' performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

This study examines the link between math anxiety and math performance in a group of Colombian students. A total of 296 students between 8 and 16 years of age took part in this study. Analyses by gender and grade were conducted, while controlling for other types of anxiety (i.e., general and test anxiety). In line with that reported in other countries, a negative correlation was found between performance in mathematics and math anxiety. Importantly, this trend was stronger in girls than in boys. Given the limited number of studies exploring the relationship between math anxiety and math performance in Latin America and, particularly, in Colombia, this study fills an important gap in the literature.
The results are particularly relevant in view of the poor performance of Colombian students in mathematics, revealed by the most recent pisa reports.

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.

Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)-a public school-and St. Michael's College of Caraga (SMCC)-a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers' and SMCC teachers' extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students' performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.

This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students’ attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students’ affective characteristics, gender, and their socioeconomic status on mathematics performance at both student and school levels. Sample consisted of 5197 and 5546 15-year-old Malaysian and Singaporean students. Data were analysed using hierarchical linear modelling approach with HLM 7.0 software. Results showed that the Index of economic, social, and cultural status (ESCS), mathematics self-efficacy, and mathematics anxiety have significant effects on mathematics performance in Malaysia and Singapore at the student level. Proportion of boys at the school level has no significant effects on mathematics performance for both Malaysian and Singaporean students. ESCS mean at the school level has positive and significant effects on mathematics performance in Malaysia, but not in Singapore. Limitations, implications, and
future studies were discussed.

Central to this study is to evaluate the pattern in the use of self-regulated learning (SRL) between high- and low-mathematics achievers in classrooms of two pre-university mathematical subjects with different levels of difficulty. The study involved 164 and 135 students in classes of low- and high-level mathematical subjects respectively. High achievers practiced more SRL than low achievers in classes of the low-level mathematical subject particularly in significantly reducing anxiety level, possessing positive attitude, and having better time management skills. In classes of the high-level subject, high achievers were significantly better than low achievers in test taking strategies. However, there was no tendency among high achievers to use will, self-regulation, and skill components than low achievers for both mathematical subjects.

This study examines the effectiveness of a self-affirmation intervention to improve academic achievement for students with a “double-jeopardy status” of belonging to two potentially disadvantaged groups at the same time: girls with a minority background. The method established in the U.S. is adapted to the German cultural context and evaluated for its immediate and medium-term efficacy on math achievement among girls as well as among ethnic minority youth after the transition to secondary school. We applied a double-blind pre-post experimental design with randomized treatment allocation in 11 schools (N = 820, seventh graders with various ethnic backgrounds). Following the intervention of a brief in-class writing assignment about their personal values, students performed a standardized mathematics test. A follow-up achievement test, but no intervention, was administered eight weeks later to assess the midterm effectiveness of the treatment. Between assessments students received a written feedback about their scores in the math test. The multi-level linear model results show that (1) double-jeopardy in math performance exists, as shown by independent negative effects of female gender and Turkish or Arab minority group membership; (2) Girls from all ethnic backgrounds and students with Turkish immigrant background in the intervention group performed significantly better in the mathematics test immediately after the intervention than their peers in the control group. (3) Eight weeks later, the intervention effect only persisted for students with minority ethnic backgrounds: Turkish and Arabic students in the intervention group scored significantly higher in the standardized mathematics test compared to their peers in the control group. (4) We found no support for a triple interaction effect of treatment, ethnic background, and gender. That is, girls with a Turkish or an Arabic background did not benefit more from the self-affirmation intervention than other minority or female students. Results are discussed in relation to self-affirmation theory and how such interventions can be applied in secondary school mathematics curricula.

This study examines the link between math anxiety and math performance in a group of Colombian students. A total of 296 students between 8 and 16 years of age took part in this study. Analyses by gender and grade were conducted, while controlling for other types of anxiety (i.e., general and test anxiety). In line with that reported in other countries, a negative correlation was found between performance in mathematics and math anxiety. Importantly, this trend was stronger in girls than in boys. Given the limited number of studies exploring the relationship between math anxiety and math performance in Latin America and, particularly, in Colombia, this study fills an important gap in the literature. The results are particularly relevant in view of the poor performance of Colombian students in mathematics, revealed by the most recent pisa reports.

Background: The results of the Programme for International Student Assessment (PISA) 2012 showed that Indonesia, Malaysia, and Thailand underperformed and were positioned in the bottom third out of 65 participating countries for mathematics, science, and reading literacies. The wide gap between these three countries and the top performing countries has prompted this study to examine the influence of students’ affective characteristics on their performance in mathematics literacy using a multilevel analysis. The purpose of this study is to examine the relationships among affective characteristics-related variables at the student level, the aggregated school-level variables, and mathematics performance by using the Programme for International Student Assessment (PISA) 2012 dataset. Method: The data used for the analysis were retrieved from the official PISA website. The student samples from Indonesia, Malaysia and Thailand were 5, 622, 5, 192 and 6, 602, respectively. The data were an...

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.

The present study aims at exploring predictors influencing mathematics performance. More in particular, the study focuses on internal students" characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents" educational level, teachers" educational level, and teacher beliefs). A sample of 1 749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can directly be predicted from students" metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways.