Overview
Low mathematics performance among high school students is a problem identified at Newnan High School in Georgia. According to recent data, only 55% of the school’s students meet the required mathematics proficiency scores on the Georgia Milestones Assessment. This narrative review aims to provide recommendations for solving this issue.
Narrative Review
The problem of low mathematics performance is not new and has been a challenge in many schools in the United States for decades. Research has shown that several factors contribute to low mathematics performance, including teaching practices, student engagement, curriculum design, and assessment strategies. At Newnan High School, it is essential to examine the causes of the problem to provide effective solutions.
Several studies have identified multiple causes of low mathematics performance, including teaching practices, student engagement, and assessment strategies. A study by ( Wei et al., 2022) found that traditional teaching methods, such as lecture-based instruction and rote memorization, hinder student engagement and motivation. In contrast, hands-on learning and problem-based instruction can enhance students’ interest and understanding of mathematics.
Another cause of low mathematics performance is the need for effective assessment strategies. According to (Chou et al., 2018), the Georgia Milestones Assessment focuses primarily on procedural knowledge, which does not reflect students’ ability to think critically and solve real-world problems. Therefore, educators must develop alternative assessment methods to evaluate students’ conceptual understanding and problem-solving skills.
Recent research on mathematics education has focused on innovative teaching methods and strategies for enhancing student motivation and engagement. One study by (Grover et al.,2020) found that incorporating technology, such as computer programming, into mathematics education can improve student performance and engagement. Technology can provide students with a more interactive and personalized learning experience, allowing them to understand mathematical concepts better and develop problem-solving skills.
Another study by (Sun,2018) explores the importance of creating a growth mindset in mathematics education. The author suggests that students’ beliefs about their abilities in mathematics can significantly affect their performance. Therefore, teachers should emphasize that intelligence and mathematical abilities are not fixed but can be developed through effort and practice. By creating a growth mindset in the classroom, teachers can encourage students to take risks and challenge themselves, ultimately improving their mathematics performance.
Other studies have also suggested various solutions to address low mathematics performance, including changes in teaching practices, curriculum design, and assessment strategies. A study by (Vaez et al.,2021) recommended implementing problem-based instruction and hands-on learning to enhance student engagement and motivation. Moreover, recent research has focused on developing innovative teaching methods and assessment strategies to address low mathematics performance. A study (Foster & Shah, 2020) found that incorporating game-based learning into mathematics instruction enhanced students’ motivation and engagement.
Effective teacher training programs should focus on developing teachers’ content knowledge, pedagogical content knowledge, and instructional practices. This suggests that teachers with a strong understanding of mathematics concepts and effective teaching methods can better support their students’ learning and improve their mathematics performance.
In conclusion, addressing the problem of low mathematics performance requires a multifaceted approach considering various factors contributing to student achievement. Recent research has highlighted the importance of innovative teaching methods, assessment strategies, and teacher training programs to enhance student engagement, motivation, and performance in mathematics. Educators must work together to develop practical solutions that promote student success, including problem-based instruction, hands-on learning, game-based learning, and promoting a growth mindset. By prioritizing student learning and addressing the root causes of low mathematics performance, schools can ensure that their students are equipped with the skills and knowledge they need to succeed academically and professionally.
Theoretical Framework.
Social Cognitive Theory
The Social Cognitive Theory (SCT) was developed by Albert Bandura, a Canadian-American psychologist( Hivner et al.,2019). The theory posits that individuals learn and develop new behaviors through observation, imitation, and modeling of the behaviors of others within their social environment.
The SCT is rooted in the cognitive-behavioral perspective and focuses on the reciprocal interactions between behavior, personal factors, and environmental influences. The theory emphasizes that individuals’ cognition and behaviors are shaped by their observations and experiences of the people and situations around them. The SCT also highlights the importance of self-efficacy, an individual’s belief in their ability to perform a particular task successfully.
The SCT includes several coordinating concepts, including observational learning, self-efficacy, and self-regulation (Middleton et al.,2019). Observational learning refers to acquiring new behaviors by observing others’ behaviors and their outcomes. Self-efficacy is the belief in one’s ability to perform a particular task successfully and past experiences and vicarious experiences influence it. Self-regulation refers to individuals’ ability to control their thoughts, emotions, and behaviors to achieve their goals.
SCT is an appropriate framework for this study because it emphasizes the importance of the social environment and individuals’ self-beliefs in shaping their behaviors. The low mathematics performance at Newnan High School may be due to a lack of positive role models, limited access to academic resources, and low self-efficacy beliefs. By applying the SCT, the study will investigate how these factors influence students’ mathematics performance and provide recommendations for improving the social and academic environment at Newnan High School to enhance students’ self-efficacy and self-regulation skills.
The Social Cognitive Theory is a relevant theoretical framework for this study as it comprehensively explains the social and cognitive factors that influence students’ academic performance. Applying the SCT will facilitate the identification of the critical factors contributing to low mathematics performance at Newnan High School and provide practical recommendations for improving students’ academic outcomes.
Summary
This study aims to provide recommendations for addressing the low mathematics performance among high school students at Newnan High School in Georgia. The problem is that only 55% of the students meet the required mathematics proficiency scores on the Georgia Milestones Assessment. The narrative review identifies teaching practices, student engagement, curriculum design, and assessment strategies contributing to low mathematics performance. Problem-based instruction, hands-on learning, game-based learning, and technology integration can enhance students’ motivation, engagement, and understanding of mathematical concepts. Effective teacher training programs are also crucial for improving student achievement. The study applies the Social Cognitive Theory, which emphasizes the importance of the social environment and individuals’ self-beliefs in shaping their behaviors. By considering various factors contributing to student achievement and implementing practical solutions, schools can ensure that their students are equipped with the skills and knowledge they need to succeed academically and professionally.
References
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Foster, A., & Shah, M. (2020). Principles for advancing game-based learning in teacher education. Journal of Digital Learning in Teacher Education, 36(2), 84-95. https://doi.org/10.1080/21532974.2019.1695553
Grover, S., Biswas, G., Dickes, A., Farris, A., Sengupta, P., Covitt, B., … & Blikstein, P. (2020, June). Integrating STEM and computing in PK-12: Operationalizing computational thinking for STEM learning and assessment. In The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 3). https://doi.org/10.22318/icls2020.1479
Hivner, E. A., Hoke, A. M., Francis, E. B., Lehman, E. B., Hwang, G. W., & Kraschnewski, J. L. (2019). Training teachers to implement physical activity: Applying social cognitive theory. Health Education Journal, 78(4), 464-475. https://doi.org/10.1177/0017896918820558
Middleton, L., Hall, H., & Raeside, R. (2019). Applications and applicability of Social Cognitive Theory in information science research. Journal of Librarianship and Information Science, 51(4), 927-937. https://doi.org/10.1177/0961000618769985
Sun, K. L. (2018). Brief report: The role of mathematics teaching in fostering student growth mindset. Journal for Research in Mathematics Education, 49(3), 330-335. https://doi.org/10.5951/jresematheduc.49.3.0330
Vaez Ghaemi, R., & Potvin, G. (2021). Experimenting with labs: Practical and pedagogical considerations for the integration of problem‐based lab instruction in chemical engineering. The Canadian Journal of Chemical Engineering, 99(10), 2163-2172. https://doi.org/10.1002/cjce.24136
Wei, J. H., Chuang, H. H., & Smith, T. J. (2022). The Relationship between a School Culture’s Openness to Creative Solutions and Inquiry‐based Teaching Practices. The Journal of Creative Behavior, 56(3), 382-395. https://doi.org/10.1002/jocb.535.
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