Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

Abstract

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

“…As it has been reported, there are different learning styles [16], as well as students who adapt better to unexpected changes than others. This greatly influences their attitude towards studying, motivation, as well as the academic performance in the subject [17]. When analyzing student opinions and performance, it is not always recommended to generalize and work with mean values, as information about the different kinds of students is lost, since the variance is rarely uniformly distributed.…”

Positioning–Emotions Association of Young Students Using Digital Technology

“…Though our study did not focus explicitly on the teacher's role in determining students' positioning and emotions, but rather on the analysis of the positioning and emotions as students work independently in pairs, we nevertheless acknowledge that the teacher can play a central part in influencing students' academic performance [47], including the assigning of students' positioning, and thus also the shaping their emotions. In our case, the teacher's interventions and scaffolding focused primarily on changing undesirable positions within the student pairs.…”

Cognitive interest as a key indicator of adolescent personality development

“…Foreign scientists also consider cognitive interest in different ways: interest in the field of emotions (SILVIA, 2006); the relationship of subject knowledge, interest, and memory (CHAN et al, 2019); the interaction of the studied category with motives, needs, and will (BOEKAERTS and BOSCOLO, 2002); the way of its development (BARRON, 2006); situational interest, as a particular manifestation, its structure (KNOGLER et al, 2015), differences of curiosity and interest (GROSSNICKLE, 2016) are studied. It is noted that there is a traditional point of view in defining this concept as a favorable attitude to a certain aspect of reality, whereby its study and the affective variables of the personality remain beyond scientific areas (BOEKAERTS and BOSCOLO, 2002).…”

“…European scientists significantly contributed to the development of the theory of the development of interest in knowledge. So researchers from Greece consider the influence of game on the dialectic of cognitive interest, as well as its relationship with student achievement (TRUJILLO-TORRES et al, 2020). Italian scholars are studying the role of the personal factor in epistemological interest (SILVIA, 2006).…”