Mathematics Performance

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Thomas Lowrie - One of the best experts on this subject based on the ideXlab platform.

  • the impact of a spatial intervention program on students spatial reasoning and Mathematics Performance
    Journal of Experimental Education, 2021
    Co-Authors: Thomas Lowrie, Tracy Logan, Danielle Arlanda Harris, Mary Hegarty
    Abstract:

    There is increasing evidence for the impact of spatial training on Mathematics Performance in early years of education, however little research has focused on secondary school environments, which a...

  • The Influence of Spatial Visualization Training on Students’ Spatial Reasoning and Mathematics Performance
    Journal of Cognition and Development, 2019
    Co-Authors: Thomas Lowrie, Tracy Logan, Mary Hegarty
    Abstract:

    ABSTRACTOver three decades of research has shown that spatial reasoning and Mathematics Performance are highly correlated. Spatial visualization, in particular, has been found to predict mathematic...

  • visuospatial training improves elementary students Mathematics Performance
    British Journal of Educational Psychology, 2017
    Co-Authors: Thomas Lowrie, Tracy Logan, Ajay Ramful
    Abstract:

    Background Although spatial ability and Mathematics Performance are highly correlated, there is scant research on the extent to which spatial ability training can improve Mathematics Performance. Aims This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) Mathematics Performance as a result of the intervention. Sample The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard Mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results The spatial reasoning programme led to improvements in both spatial ability and Mathematics Performance relative to the control group who received standard Mathematics instruction. Conclusions Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ Mathematics Performance.

Mary Hegarty - One of the best experts on this subject based on the ideXlab platform.

Tracy Logan - One of the best experts on this subject based on the ideXlab platform.

  • the impact of a spatial intervention program on students spatial reasoning and Mathematics Performance
    Journal of Experimental Education, 2021
    Co-Authors: Thomas Lowrie, Tracy Logan, Danielle Arlanda Harris, Mary Hegarty
    Abstract:

    There is increasing evidence for the impact of spatial training on Mathematics Performance in early years of education, however little research has focused on secondary school environments, which a...

  • The Influence of Spatial Visualization Training on Students’ Spatial Reasoning and Mathematics Performance
    Journal of Cognition and Development, 2019
    Co-Authors: Thomas Lowrie, Tracy Logan, Mary Hegarty
    Abstract:

    ABSTRACTOver three decades of research has shown that spatial reasoning and Mathematics Performance are highly correlated. Spatial visualization, in particular, has been found to predict mathematic...

  • visuospatial training improves elementary students Mathematics Performance
    British Journal of Educational Psychology, 2017
    Co-Authors: Thomas Lowrie, Tracy Logan, Ajay Ramful
    Abstract:

    Background Although spatial ability and Mathematics Performance are highly correlated, there is scant research on the extent to which spatial ability training can improve Mathematics Performance. Aims This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) Mathematics Performance as a result of the intervention. Sample The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard Mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results The spatial reasoning programme led to improvements in both spatial ability and Mathematics Performance relative to the control group who received standard Mathematics instruction. Conclusions Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ Mathematics Performance.

Imelda M. Flores - One of the best experts on this subject based on the ideXlab platform.

  • Correlates of Mathematics Performance of Students in Public Secondary Schools in the Division of Batangas, Philippines: Basis for Mathematics Intervention Programs
    World Journal of Educational Research, 2019
    Co-Authors: Imelda M. Flores
    Abstract:

    The study determined the correlates affecting the Mathematics Performance of Junior High students in selected public secondary school in the Division of Batangas, Philippines which served as basis for the proposed Mathematics intervention programs to enhance students’ Performance in Mathematics. It looked into the scholastic standing of students as shown in their grade in Elementary Mathematics and grade in Geometry. Further, it also determined the extent of effect of the four correlates which includes; study habits, attitude towards Mathematics, fear and anxiety, and parental involvement to the Mathematics Performance of students. Furthermore, it also identified which of the aforementioned correlates determines their Performance. The researcher used the descriptive method of research using probability sampling technique to identify the respondents of the study. There were 379 students who participated in the survey. Result of the study revealed that most of the students are approaching proficient level relative to their elementary Mathematics grade, and on the beginning level in geometry. It was also found out that all the four correlates affected the Mathematics Performance of students to a great extent. Moreover, it was revealed that study habits, fear/anxiety level and parental involvement determined their elementary Mathematics and Geometry Performance. In light of the forgoing, the Mathematics intervention programs are believed to help teach the right attitude and study habits required to do well in enhancing Mathematics learning .

Doly Joy C. Celindro - One of the best experts on this subject based on the ideXlab platform.

  • Hemispheric Brain Dominance and Mathematics Performance of Western Visayas College of Science and Technology Students – Phase IV
    Proceedings Journal of Interdisciplinary Research, 2015
    Co-Authors: Doly Joy C. Celindro
    Abstract:

    This is the last phase of a four-year study which aimed to determine the significance of the difference in the Mathematics (math) Performance of the participants when grouped according to their hemispheric dominance (HD). The study was anchored in the Split-Brain or Lateralization Theory of Roger Wolcott Sperry which states that the brain is divided into two hemispheres, the left, and the right hemisphere. The participants were eighty-eight (88) fourth-year college students from the courses of Bachelor of Science in Mathematics (BSM), Bachelor of Science in Education major in Mathematics (BSEd), Bachelor of Science in Electrical Engineering (BSEE), Bachelor of Science in Electronics and Communication Engineering (BSECE), and Bachelor of Science in Mechanical Engineering major in Automotive Engineering (BSMEAE) at Western Visayas College of Science and Technology SY 2014-2015. The participants’ HD was determined by the use of a researcher-made 46-item Hemispheric Brain Dominance Test while their Mathematics Performance was based on their Math classes average final grades. The statistical tools used were the mean, standard deviation, Mann-Whitney, Kruskal-Wallis, and Post hoc tests. The hypothesis was set at the 0.05 alpha level. As an entire group, the left brain was the dominant brain hemisphere among the participants from phase I to phase IV. When the participants were grouped according to program in phase I, the BSM, BSEd, and BSMEAE was left-brain dominant while the BSEE participants were right-brain dominant. The BSECE had an equal number of left-brained and right-brained participants. In phase II, the dominant brain hemisphere was the left brain. Only the BSEE participants were right-brain dominant. In phase III, the dominant brain hemisphere was the left brain, except for the BSMEAE where there was an equal number of left-brained and right-brained participants. In phase IV, all participants from the different programs were left-brained. Only the BSEE participants were right-brain dominant. As an entire group, phase I and II participants had “fair” Mathematics Performance; phase III had “good” Mathematics Performance, and phase IV had “very good” Mathematics Performance. When the participants who were right-brained were grouped according to Mathematics Performance, phase I had “conditional” Mathematics Performance; phase II and III had “fair” Mathematics Performance; and phase IV had “good” Mathematics Performance. Those who were left-brain dominant had “fair” Mathematics Performance in phase I, “good” Mathematics Performance in phase II and III, and “very good” Mathematics Performance in phase IV. In all phases of the study, significant differences existed in the level of Mathematics Performance when the participants were grouped according to their hemispheric brain dominance. The “left-brained” performed better in Mathematics than the “right-brained”. There was a significant decrease in the enrolment of participants who were right-brain dominant because they shifted to other courses or they transferred to other schools. In phases, I, II and III, significant differences existed in the level of Mathematics Performance when the participants were grouped according to their program. There is no significant difference in the hemispheric brain dominance of the participants when grouped according to the phase of the study. This implies that the slight changes in the hemispheric brain dominance of the participants were not significant in the last four years.

  • Hemispheric Brain Dominance and Mathematics Performance of Western Visayas College of Science and Technology Students – Phase III
    Proceedings Journal of Interdisciplinary Research, 2015
    Co-Authors: Doly Joy C. Celindro
    Abstract:

    This study was anchored in the Split-Brain or Lateralization Theory of Roger Wolcott Sperry which states that the brain is divided into two hemispheres, the left hemisphere, and the right hemisphere. This was conducted to determine the significance of the difference in the Mathematics(math) Performance of the participants when they were grouped according to their hemispheric dominance (HD) and program. There were 172 first-year participants of Western Visayas College of Science and Technology, Iloilo City in phase I (SY 2011-2012). This was reduced to 120 participants in phase II (SY 2012-2013) and to 88 participants in phase III (SY 2013-2014). The participants’ HD was determined by the use of a researcher-made 46-item Hemispheric Brain Dominance Test while their Mathematics Performance was based on their average final grades in their Math classes. The statistical tools used were the mean, standard deviation, Mann-Whitney, Kruskal-Wallis, and Post hoc tests. The test in the hypothesis was set at .05 alpha level. Results showed that as an entire group, the left brain was the dominant brain hemisphere among the participants in phases I, II and III. In phase I and II, the participants had “fair” Mathematics Performance while phase III had “good” Mathematics Performance. When the participants were grouped according to their hemispheric dominance in phase I, the participants who were right-brain dominant had “conditional” Mathematics Performance while in phase II and III, they had “fair” Mathematics Performance. Those which were left-brain dominant in phase I had “fair” Mathematics Performance while in phase II and III, they had “good” Mathematics Performance. In phases, I, II and III of the study, significant differences existed in the level of Mathematics Performance when the participants were grouped according to their hemispheric brain dominance. The left brain dominant participants performed better in their Mathematics Performance than the right brain dominant participants. In phases, I, II and III, significant differences existed in the level of Mathematics Performance when the participants were grouped according to their program. The Post hoc (Scheffe) test results showed that BS Math significantly differs in their math Performance from BSECE and BSMEAE participants. Furthermore, BSECE significantly differs in their math Performance from BSEd and BSMEAE participants. Also, BSMEAE significantly differs from BSEE and BSEd participants in their math Performance. There is no significant difference in the hemispheric brain dominance of the participants when they were grouped according to the phase of the study. This implies that the hemispheric brain dominance of the participants did not change for the last three years. It is highly recommended to administrators and guidance counselors to assess the brain dominance of the incoming freshmen and give priority to left-brained students for Math-laden courses. More researches should be conducted in different subjects, programs, and backgrounds to add support to this study.

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