Investigating the Consequences of Mathematics Quizzes on Student’s Attendance and Success in Mathematics at Higher Learning Institutions. A Case of Institute of Accountancy Arusha (IAA)
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Professionals with knowledge of science, technology, engineering, and mathematics are in greater demand worldwide. Many Institutes and University have reorganized education and encouraged training to improve workers' and students' math and science skills in order to successfully meet this criterion. The main objective of educational and training initiatives is to enhance participants' comprehension of math and science.
Few things are known about the frequency and reasons behind students' absences from class, despite the fact that many college professors worry about student attendance. For this study, I examined class attendance, and I discovered that it declined from the start to the end of the semester.
The purpose of the study was to determine the impact of quizzes on students' attendance and math performance in higher education institutions. There is a clear pattern showing a direct correlation between math achievement and student attendance. Students who want to excel in their mathematics course need to establish productive study habits. For a duration of 14 weeks, students were split into two treatment groups and given instructions. Treatment group A completed simple quizzes for ten minutes at each session. The Treatment group B did not have access to the quizzes.
Participants were given the quizzes for fourteen (14) weeks and questionnaires with closed-ended questions in order to collect data. The outcomes of the respondents' mathematics quizzes were used in the study. Both descriptive and inferential statistics were used to analyze the collected data. Overall, the results showed that mathematics quiz had a statistically significant (0.05-two tailed) impact on students' academic performance in the subject. The effects of math quiz and math performance are strongly positively correlated. When all other variables are held constant.
Instructors can eliminate the need for oral reviews of course progress and encourage students to review their lecture notes in advance. They can also support their efforts to help students transition from rote memorization to in depth understanding through class discussion. The study came to the conclusion that students who took quizzes frequently did better on the final examination and had higher grades in the mathematics course. I recommend that, this strategy/ method of teaching can also be applied for other modules or academic courses in order to prove students’ ability.
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