In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student's view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established…

Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as…

The purpose of this study is to examine the motivation type preferences of students in kindergartens and second, fourth, sixth, and eighth grades and the underlying reasons thereof after successfully completing a mathematics task. The students in the study solved an easy mathematics question. After they solved the problem, they were presented with…

This study contrasted the effects of two task messages, evaluative or non-evaluative, on mathematics performance, affect, and intrinsic task motivation. One hundred-twenty secondary-school students aged 17-21 years were delivered one of the two messages, or assigned to a control condition, before completing a mathematics task, measures of message…

In this paper, we have employed data from the OECD's Programme for International Student Assessment (PISA, 2012 edition) on the EU-15 countries in order to investigate the effect of using ICT at home on achievement. By employing Propensity Score Matching, we provide robust evidence that in most countries there is a negative association between…

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables,…

The aim of this study is to investigate the effect of Universal Design for Learning on students' academic achievement and attitudes towards mathematics course, and to reveal the opinions of the students about Universal Design for Learning. In this study, the concurrent embedded strategy was used. The participants consisted of 33 primary school…

International student assessments are used to measure the education system quality in many countries including the United Arab Emirates (UAE). However, student performances in these exams are influenced by a complex array of factors. This study collected interview data from six central officials, three school principals and vice principals, and 12…

This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students' mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school…

The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how…

Mathematical reasoning ability is the ability to think logically to get a conclusion. This study aims to analyzing the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) with Peer Feedback towards the students' achievement of mathematical reasoning abilities. The population in this study were 7th-grade students in one junior high…

This study aimed to investigate the association of locus of control (LOC) with reading and mathematics achievement of high school students with disabilities using data from the Special Education Elementary Longitudinal Study (SEELS). Data used in analysis for the current study included achievement and self-concepts measures from students with…

This research is a secondary analysis with Korean students' data collected in the TIMSS 2015 to describe the moderation effects of instructional practices on the relationships between students' emotional dispositions toward mathematics and mathematics achievement. From the TIMSS 2015 database, we collected mathematics achievement scores, a…

In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard…

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction…