Gender and School Location Differences in Mathematics Achievement Using TIMSS Test for the Grade Eight in Jordan

This study examines potential gender and school location differences in the mathematics achievement of the Jordanian schools. The sample size consisted of more than (400) students for both genders and school location at (10) schools randomly selected in the Ma'an governorate in the scholastic year (2014/2015) second semester. To achieve the objective of the study, the mathematics achievement test was constructed by adopting TIMSS items after verifying its validity and reliability. The results for both genders and school location were compared. The results showed than the male students higher achievement in mathematics than the female students, and students in urban schools achieved higher scores than their peers in rural and badia schools.

Test Item Sequencing and Academic Performance in Mathematics Among SS3 Students in Calabar Education Zone, Cross River State, Nigeria

This study examined specifically, the effect of item sequencing on the academic performance in mathematics among SS3 students in Calabar Education Zone of Cross River State. One null hypothesis formulated by the researchers offered guidance to the study. The study followed the quasi-experimental research design using two experimental and one control group. The stratified random sampling technique was adopted in selecting a sample of 474 SS3 students from a population of 9,768 students distributed across nine schools in Calabar Education Zone. The instrument utilized for information assortment was a mathematics achievement test (MAT). The null hypothesis was tested at .05 level of significance using Analysis of Covariance (ANCOVA). The results from the analysis revealed that test item sequencing significantly affects students’ academic performance in mathematics, with those who answered the easy-to-difficult arrangement performing significantly higher than those who answered difficult-to-easy arrangement and random. While those who answered difficult-to-easy arrangement performed the least in the mathematics achievement test. Based on these findings it was recommended among others that for better students’ academic performance in mathematics, the examination bodies should adopt the method of arranging test items in order of difficulty (simple to complex).

PENGARUH PENGGUNAAN LESSON PLAN BERBASIS MULTIPLE INTELLIGENCES TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA

Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan Lesson Plan berbasis Multiple Intelligences secara signifikan dapat meningkatkan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif, sehingga menggunakan analisis statistik. Uji statistik yang digunakan untuk pengujian hipotesis adalah uji statistik non parametrik metode Wilcoxon. Instrumen yang digunakan adalah tes prestasi belajar matematika dengan kualitas valid yang diberikan oleh validator. Hasil uji hipotesis menunjukkan bahwa nilai Zobs = 4,9961, dengan Daerah Kritik (DK) = {Zobs | Zobs > 1,645}, hal ini mengakibatkan keputusan uji H0 ditolak. Dengan demikian, diperoleh kesimpulan bahwa penggunaan Lesson Plan berbasis Multiple Intelligences dapat meningkatkan prestasi belajar matematika siswa secara signifikan. Abstract The purpose of this research was to determine whether the use of Lesson Plan based Multiple Intelligences can significantly increase students' mathematics achievement. This research is quantitative, so using statistical analysis. The statistical test used to test the hypothesis is non-parametric statistical tests Wilcoxon method. The instrument used is a mathematics achievement test with valid quality provided by the validator. Hypothesis test results showed that the value Zobs = 4,9961, with criticism Regions (DK) = {Zobs | Zobs > 1.645}, this resulted in the decision H0 test. Thus, the conclusion that the use of Multiple Intelligences based Lesson Plan can increase students' mathematics achievement significantly.

The Psychometric Characteristics of Two Versions of a Mathematics Test in Middle School "A Comparative Study

The study aimed to investigate the psychometric properties of mathematics achievement test using two versions (paper-pencil and online). The two versions of three mathematics achievement tests were applied on a sample consisting of 958 students distributed to lst, 2nd and 3rd preparatory grades. Each test consisted of 30 items with four alternatives to measure students' problem solving skills and the scientific concepts. The sample of the study was randomly stratified and clustered selected. Item difficulty coefficients of the paper-pencil mathematics achievement test ranged between O.28-0.70, 0.38- 0.62, 048-070 for the lst, 2nd and 3rd preparatory grades respectively. There was between O.40-O.68, 0.48-0.66, 0.50-0.68 for the online version. Item discrimination coefficients of the paper-pencil mathematics achievement test ranged between 042-095, 048-094, 047-099 for the lst, 2nd and 3rd preparatory grades respectively. The ranged between 040-097, 055-098, 043-099 for the online version. Results of the study showed that there was a significant difference at a=0.05 between the validity coefficients of the mathematics achievement test due to the version of the test, in favor of paper-pencil version for the 2nd and 3rd preparatory grades. However, there was no significant difference at a=0.05 between the reliability coefficients of the mathematics achievement test due to the version of the test for all of the lst, 2nd and 3rd preparatory grades.