The aim of this study is to examine the effect of self-confidence on mathematics achievement. In this meta-analysis, the effect of self-confidence on mathematics achievement was analysed using the Trends in International Mathematics and Science Study (TIMSS). In the first stage of the study, the average effect size of self-confidence on mathematics achievement was determined, and in the second stage, the moderators that may impact average effect size were investigated. For the meta-analysis, 336 independent data belonging to 76 countries included in the TIMSS (2003, 2007, 2011 and 2015) were combined, and a sample of 1,028,567 subjects was obtained. The average effect size was then calculated using the differences between means (Cohen d) based on the random effect model, whereas the significance of the moderator variables was calculated using the Q statistic. The results indicated that self-confidence has a moderate effect on mathematics achievement. In addition, the year in which the survey was conducted, national culture, continent of the country and Human Development Index were found to play a moderator role in the effect of self-confidence on mathematics achievement. In this respect, the economic, cultural and social capital of students are very similar to each other as the economic levels of the countries and individual families increase. These similarities highlight the differences between students' personal characteristics, wherein traits such as self-confidence have become one of the most important variables that determine students' mathematics achievement in recent years.

This research looks aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser's three dimensional justice approachdistribution, recognition and participation-to frame these challenges and to argue that rural challenges goes beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages, 9 interviews with community members and two focus group interviews, one with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources, insufficient understanding of social, cultural and economic contexts that constrain educational attempts, lack of collaboration between teacher and communities, and irrelevant education. The study concludes by scrutinising how these interact with one another marginalising or casting out rural lives.

The purpose of this study was to determine the effect of statistics instruction using computer-based tools, on statistics anxiety, attitude, and achievement. This study was designed as quasi-experimental research and the pattern used was a matched pre-test/post-test with control group design. Data was collected using three scales: a Statistics Anxiety Rating Scale, a Statistics Attitude Scale, and a Statistics Achievement Scale. ANCOVA and MANCOVA analyses the used during the analysis process. The findings of the study revealed that computer-based tools statistic instruction reduces statistics anxiety and improves attitude toward statistics and increases success.

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