Identifying the Factors Affecting Students’ Performances in Primary School Mathematics

Abdullah, Nor Azura; Shahrill, Masitah; Yusof, Jamilah; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/1097/1/012137

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…Pupils' success in Mathematics hinges on a multi-faceted approach. Research by Abdullah et al (2018) highlights the significant roles principals, teachers, and parents play. This underscores the importance of a focused educational environment.…”

Section: Methodsmentioning

confidence: 99%

Pupils’ Focus and Motivations: Their Influence on Mathematics Performance

Wheeler,,

Cabigas

2024

IJMRA

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Motivation and focus are vital for academic success, particularly in Mathematics, as evidenced in this study, which explores the relationship between pupils' focus and motivation and Mathematics performance. This study examined the correlation between focus, motivation, and Mathematics performance among three hundred fourteen (314) Grade 6 pupils in the West 1 District of Cagayan de Oro City during the School Year 2023–2024.The focus of the study was measured using a previously established questionnaire by Fredricks et al. (2011) and Ersoy (2015). This approach ensured a reliable and well-tested method for gauging pupil focus. A descriptive correlational and causal research design was used. Statistical treatments used are mean, SD, and correlational relationships to analyze the data. Findings revealed that the pupils are extrinsically motivated and perform satisfactorily in Mathematics. Motivation significantly influences academic outcomes, including focus and performance. Motivation that significantly predicts performance in Mathematics, as evidenced by a regression coefficient. Stimulating and fulfilling pupil motivation and satisfaction is fundamental to promoting successful learning and academic performance. Hence, focusing on techniques like mindfulness, minimizing distractions, promoting sustained concentration, improving pupils' ability to stay focused, and potentially enhancing academic outcomes in Mathematics is recommended.

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Section: Methodsmentioning

confidence: 99%

Pupils’ Focus and Motivations: Their Influence on Mathematics Performance

Wheeler,,

Cabigas

2024

IJMRA

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“…Shahrill (2009) reported that the secondary Brunei Mathematics teachers in her study spent on average 21 hours per week on teaching and other school-related activities, such as additional administrative tasks and organising events. Meanwhile, a nation-wide study in collaboration with the Brunei Ministry of Education that investigated the teaching of Bahasa Melayu (Malay Language), English Language and Mathematics in Years 4, 5 and 6 in government primary schools (Shahrill et al, 2014;Sithamparam et al, 2014;Tarasat et al, 2014;Abdullah et al, 2018) found that 20-28% of teachers spent between 41% and 50% of their time specifically teaching lessons in a typical week. The remaining time was spent working with their students during the lessons (individually or in small groups of students), conducting administrative duties (e.g.…”

Section: Time Spent In Teaching and Other School-related Activitiesmentioning

confidence: 99%

COVID-19: Educational Practices and Responses in Brunei Darussalam

Shahrill

Noorashid

Keasberry

2021

International and Development Education

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“…In Brunei Darussalam, a teacher-dominated learning environment has always been observed in most primary schools (Abdullah., Shahrill, Yusof & Prahmana, 2018;Shahrill, 2009). Hence, limiting the interactions and students' creativity in classrooms, which eventually causes a common difficulty faced by primary school students particularly in the area of understanding the proves involved in solving word problems in Mathematics.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the importance of instilling strong mathematical conceptual understanding in students has been emphasised in previous studies (Baroudi, 2006;Pungut & Shahrill, 2014;Shahrill, Prahmana & Roslan, 2018, Shahrill, Putri, Zulkardi & Prahmana, 2018Chong, Shahrill, Putri & Zulkardi, 2018;Abdullah, Shahrill, Tan & Yusof, 2017). However, other studies mentioned that teachers are inclined towards finishing the syllabus than focusing on students' understanding, thus limiting to mere delivering of procedural knowledge than making connections to real-life situations (Abdullah et al, 2018;Shahrill, 2009;Chong et al, 2018;Rosney, 2008;Sakdiah, 2008;Shahrill, 2018;Chong, Shahrill & Li, 2019;Shahrill & Clarke, 2019). Therefore, less realistic considerations and common sense are used in students' attempts to solve word problems (Verschaffel, Brian & De Corte, 2000).…”

Section: Introductionmentioning

confidence: 99%

Applying the hybrid strategy in solving mathematical word problems at the elementary school level

Rosli

Shahrill

Yusof

2020

J. Technol. Sci. Educ.

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The study was designed to assess the effectiveness of an alternative teaching approach strategy called the Hybrid Strategy. It was intended specifically in minimising the common errors made by students, which were Comprehension and Transformation errors, and aimed at helping students to perceive word problems as a story line to be completed using the Hybrid Strategy. This strategy is a step-by-step guidance to improve students’ visualisations and perceptions of mathematical word problems. The strategy incorporates the use of pictorial representations for students’ visualisation and interrogative words (who, what, where, when and how) using the mnemonic Mr. How and his 4 Warriors to prompt students’ understanding when solving 1-step and 2-step word problems. The study involved 39 Year 5 students from a local government school in the Brunei-Muara district of Brunei Darussalam. The four research instruments were used in collecting the data: diagnostic pre-test, diagnostic post-test, Newman’s Error Analysis interviews and general observations during intervention lessons. Analyses from students’ written test responses revealed that the students committed all five types of Newman error and the most common type of errors occurred in this study are Comprehension errors. Further analyses showed that the use of the Hybrid Strategy in minimising Comprehension and Transformation errors was successful. However, there was only a slight improvement of students’ scores in their post-test, contributing to only a minor extent of the effectiveness of the Hybrid Strategy used in this study. Additionally, slight positive shifts of students’ perceptions were observed towards solving mathematical word problems.

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Identifying the Factors Affecting Students’ Performances in Primary School Mathematics

Cited by 7 publications

References 21 publications

Pupils’ Focus and Motivations: Their Influence on Mathematics Performance

Pupils’ Focus and Motivations: Their Influence on Mathematics Performance

COVID-19: Educational Practices and Responses in Brunei Darussalam

Applying the hybrid strategy in solving mathematical word problems at the elementary school level

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