Email this article Predictors of Mathematics Performance: An Inductive Approach Towards Theory Generation
) (1) Cebu Technological University, Philippines
Corresponding AuthorCopyright (c) 2025 Robert Jay Naigar Angco
| Article Metrics→ |
Abstract
Predictors of Mathematics Performance: An Inductive Approach Towards Theory Generation. Objectives: This study aimed to examine the predictive factors that affect the mathematics performance of the students towards developing a theory. Methods: Quantitative non-experimental method employing correlational approach was used in the study and inductive approach as basis for the theory development. Multiple regression was the main analysis in this study. Random sample students from the English and Communication Department participated in the study. The researcher used three standardized questionnaires, Mathematics and Technology Attitudes Scale (MTAS) and Revised Mathematics Anxiety Rating Scale (RMARS). Findings: The findings exposed that of the 15 domains, effective communication has the highest mean while self-efficacy has the lowest. This study also discovered that there was a significant difference between the sex and students’ level of anxiety in terms of numerical test anxiety and mathematics course anxiety. The multiple regression also further revealed that of the 15 domains, only instructional planning strategies and effective communication were the best predictors of mathematics performance with regression equations of Y= 1.563 + 0.358X and Y= 1.563 – 0.556X, respectively. Conclusion: This study concluded The level of mathematics performance of the students is multi-factorial in nature which depends on teachers’ delivery, pedagogies, and coping with assessment anxiety.
Keywords: mathematics performance, predictive factors, students’ attitude, teachers’ effectiveness, theory generation
DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202303
References
Adunola, O. M. O. T. E. R. E. (2011). The impact of teachers’ teaching methods on the academic performance of Primary School Pupils in Ijebu-Ode Local Cut Area of Ogun State.
Alexander, L.; Martray, C. The Development of an Abbreviated Version of the Mathematics Anxiety Rating Scale. Meas. Eval. Couns. Dev. 1989, 22, 143–150. [CrossRef]
Amoo, S. A. (2010). Access, Utilization and Quality of SchoolNet facilities as predictors of learning outcomes in ICT in Southwest, Nigeria. Unpublished PhD Thesis. University of Ibadan. Oyo State.
Angco, R. J. N. (2021) Error Analysis in Integral Calculus: A Modified Newman’s Approach. American Research Journal Humanities and Social Sciences.
Atan, M., & Kasmin, F. (2018). Assessing Mathematics Attitude among Technical University Students. International Journal of Academic Research in Business and Social Sciences, 7(14), 103-115.
Ayeni, A. J. (2011). Teachers' Professional Development and Quality Assurance in Nigerian Secondary Schools. World journal of Education, 1(1), 143-149.
Bernard, H.R. (2011) “Research Methods in Anthropology” 5th edition, AltaMira Press, p.7.
Biswas, S. K. (2015). Study orientation of high and low achievers at secondary level. International Journal on New Trends in Education & their Implications (IJONTE), 6(4). https://doi.org/10.14738/assrj.210.1355
Bresser, R. (2018). The challenges of teaching math to English learners.
Brewster, B. J. M., & Miller, T. (2020). Missed Opportunity in Mathematics Anxiety. International Electronic Journal of Mathematics Education, 15(3).
Brezavšček, A., Jerebic, J., Rus, G., & Žnidaršič, A. (2020). Factors influencing mathematics achievement of university students of social sciences. Mathematics, 8(12), 2134.
Cook, L., Cook, B. G., Landrum, T. L., & Tankersley, M. (2008). Examining the role of group experimental research in establishing evidenced-based practices. Intervention in School and Clinic, 44(2), 76–82.
Creswell, J. W. (2005). Educational research design: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Cuevas, M. M., & Berou, M. (2016). Students’ Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance. University of Bohol Multidisciplinary Research Journal, 4(1).
Dagaylo-AN, M. B., & Tancinco, N. P. (2016). Mathematics anxiety and the academic performance of the freshmen college students of the naval state university. Int. J. Eng. Sci. Res. Technol, 5, 1125-1136.
Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and brain functions, 8(1), 1-9.
Dowker, Ann. "Mathematics anxiety and performance." In Mathematics Anxiety, pp. 62-76. Routledge, 2019.
Enu, J. A. O. K., Agyman, O. K., & Nkum, D. (2015). Factors influencing students’ mathematics performance in some selected colleges of education in Ghana. International Journal of Education Learning and Development, 3(3), 68-74.
Estonanto, A. J. J. (2017). Math anxiety and academic performance in pre-Calculus of selected senior high school in Sorsogon State College. Journal of Higher Education Research Disciplines, 2(2).
Estonanto, A. J. J. (2018). Impact of math anxiety on academic performance in pre-calculus of senior high school. Liceo Journal of Higher Education Research, 13(2).
Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult? An Exploration of Affective Beliefs. Online Submission.
Goddard, W. & Melville, S. (2004) “Research Methodology: An Introduction” 2nd edition, Blackwell Publishing
Gomes, C. M. A., Fleith, D. D. S., Marinho-Araujo, C. M., & Rabelo, M. L. (2021). Predictors of students’ mathematics achievement in secondary education. Psicologia: Teoria e Pesquisa, 36.
Guinocor, M., Almerino, P., Mamites, I., Lumayag, C., Villaganas, M. A., & Capuyan, M. (2020). Mathematics Performance of Students in a Philippine State University. International Electronic Journal of Mathematics Education, 15(3), em0586.
Hembree, R, "The nature, effects, and relief of mathematics anxiety," Journal for Research in Mathematics Education, vol. 21, no. 1, pp. 33-46, 1990.
Israel, O. N. (2016). Effects of mathematics innovation and technology on students’ performance in open and distance learning. Research in Pedagogy, 6(1), 66-75.
Jaca, C. A. L. (2022). State University Students’ Learning Locations and Remote Learning Challenges During the COVID-19 Pandemic. International Journal of Learning, Teaching and Educational Research, 21(2).
Jalbani, L. N. (2014). The impact of effective teaching strategies on the students’ academic performance and learning outcome. Munich: GRIN Verlag. Accessed November, 23, 2018.
Kersaint, G., Thompson, D. R., & Petkova, M. (2014). Teaching mathematics to English language learners. Routledge.
Khalid, M., Hashmi, A., Javed, Z., & Javed, I. (2021). Effect of Teachers’ Advance Knowledge and Pedagogy Skills on Students’ Academic Performance. Elementary Education Online, 20(4), 2009-2014.
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success. Journal of Education and Practice, 8(1), 18-21.
Khun-Inkeeree, H., Omar-Fauzee, M. S., & Othman, M. K. H. (2017). The effect of students confidence level toward mathematics performance among Southern Thailand primary school children. International Journal of Academic Research in Progressive Education and Development, 6(2), 20-34.
Kowalzyk, N. 2015. The Research Design in Organization Studies: Problems and Prospects." Organization Science 6(1): 93-103.
Kporyi, E., & Arko, A. D. (2021). Pedagogical Competence of Teachers And Students Academic Achievement In Junior High Schools In Ashaiman, Ghana.
Kubat, U. (2018). Identifying the individual differences among students during learning and teaching process by science teachers. International Journal of Research in Education and Science, 4(1), 30-38.
Kutub, A. H. W., & Wijayanti, P. (2019, December). Relationship of Teacher’s Content Knowledge on Fraction Topic Toward Student Performance. In Journal of Physics: Conference Series (Vol. 1417, No. 1, p. 012054). IOP Publishing.
Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PloS ONE, 7(10), e48076. https://doi.org/10.1371/journal.pone.0048076
McGinley, J. H. (2000). Gender differences in mathematics anxiety and achievement: Grades 4-8.
Macmull, M. S., & Ashkenazi, S. (2019). Math anxiety: The relationship between parenting style and math self-efficacy. Frontiers in Psychology, 1721.
Mosimege, M., & Winnaar, L. (2021). Teachers’ instructional strategies and their impact on learner performance in Grade 9 mathematics: Findings from TIMSS 2015 in South Africa. Perspectives in Education, 39(2), 324-338.
Musa, N. H., & Maat, S. M. (2021). Mathematics Anxiety: A Case Study of Students’ Learning Experiences through Cognitive, Environment and Behaviour. International Journal of Academic Research in Business and Social Sciences, 11(3), 932-956.
Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459-496.
OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving, and financial literacy. Paris: OECD Publishing. https://doi.org/10.1787/9789264190511-en
Nuraina, N., & Mursalin, M. (2018). Improving students' mathematical communication skills through learning start learning models with a question on Pythagoras. Malikussaleh Journal of Mathematics Learning (MJML), 1(2), 44-47.
Obilor, E. I. (2020). Teachers’ communication skills and students’ academic performance. International Journal of Advanced Academic and Educational Research, 13(4), 28-41.
Papanastasiou, C. (2000). Internal and external factors affecting achievement in mathematics: Some findings from TIMSS. Studies in Educational Evaluation, 26(1), 1-7.
Patena, M. A., & Dinglasan, D. B. (2013). Students’ Performance On Mathematics Departmental Examination: Basis For Math Intervention Program. Asian Academic Research Journal of Social Sciences & Humanities, Volume 1, ISSN : 2278 – 859X (Issue 14), 18. Retrieved from www.asianacademicresearch.org
Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300.
Rahman, N. A. A. A., & Lee, M. F. N. (2014, July). Communication in teaching and learning mathematics: Teachers’ perspective. In AIP Conference Proceedings (Vol. 1605, No. 1, pp. 730-733). American Institute of Physics.
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. Aera Open, 4(1), 2332858418756052.
Robertson, K. (2009). Math instruction for English language learners. Lee, J., Lee, JA, & Amaro-Jiménez, C.(2011). Teaching English language learners (ELLs) mathematics in early childhood. Childhood Education, 87(4), 253-260.
Thien, L. M., & Ong, M. Y. (2015). Malaysian and Singaporean Students’ Affective Characteristics and Mathematics Performance: Evidence from PISA 2012. Springer Plus, 4, 563. http://doi.org/10.1186/s40064-015-1358-z
Vitasri, P, Abdul wahab, M, Sinnadurai, and Suriya, "Representation of social anxiety among engineering students," Proscenia - Social and Behavioral Sciences, vol. 30, no. 1, pp. 620-624, 2011.
Yaaqoub, E, "Mathematics concern of pupils and its relationship to some personal, psychological and cognitive variables," Journal of Educational Research Center, vol. 5, no. 9, pp. 179-206, 1996.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats