A Cross-Sectional Study of Students' Learning Progression in Algebra

Abstract

This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

Learning experiences of students in a general education course in mathematics

“…Most students concluded that Mathematics is a complicated subject (Kislenko et al). Many studies have been conducted to identify challenges or difficulties hindering the appreciation of mathematics and the acquisition of skills the students need (Cadorna, Cadorna, and Taban, 2021). Lastly, Darvishzadeh, Shahvarani, Alamolhodaei and Behzadi (2018) mentioned that experiences in teaching mathematics have indicated that most students have weaknesses in solving mathematical problems.…”

A Cross-Sectional Study Investigating Primary School Children’s Coding Practices and Computational Thinking Using ScratchJr

“…Children's artifacts were analyzed to examine their coding practices and their relation to CT, thus providing useful insights about each cohort. The study methodology is aligned with an increasing corpus of research which reports that such cross-sectional studies on children's understanding and skills at different developmental stages and ages can contribute to the development of hypothetical progressions for instructional pathways and curriculum planning (e.g., Cadorna et al, 2021;Duncan et al, 2009;Duschl, 2019).…”