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All Journal International Journal of Evaluation and Research in Education (IJERE)
Das, Samiran
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Education

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The mediating effect of study habits between parental involvement and algebraic problem-solving achievement Ali, Imdad; Das, Samiran
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29941

Abstract

Algebra is the major branch of mathematics that deals with numbers, and symbols are mostly used in problem-solving. Students often struggle to learn mathematics due to the difficulties of solving algebraic problems at the secondary level. Several factors affect student problem-solving achievement (PSA). The present study aims to examine the mediating effect of study habits (SH) in the relationship between parental involvement (PI) and algebraic PSA. For this purpose, a study habits scale and a parental involvement scale are used, and a problem-solving test is done for algebraic problem-solving. In this correlational study, Baron and Kenny’s series of regression models is used to test the mediating effect of SH. The findings revealed that that PI, SH and algebraic PSA are positively correlated. Also, it is confirmed that SH mediates the relationship between PI and algebraic PSA because there is no longer any significant effect of PI on PSA after SH is included in the model. It is recommended that students’ problem-solving skills be developed through their better study habits. Increasing parental support may promote students better SH, which in turn better achievement in problem-solving. Parents and teachers should monitor and encourage students’ study habits for better performance in problem-solving and mathematics as a whole.
Improving algebraic problem-solving achievement of secondary level students by using graph-based visualization of three models Ali, Imdad; Das, Samiran
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.33347

Abstract

The study aims to investigate the algebraic problem-solving achievement (PSA) of secondary school students. The study is conducted to improve students’ algebraic PSA by using the graphical visualization of three models, which are integrated to analyze certain factors that contribute to algebraic PSA. The first model is constructed to analyze students’ intrinsic and extrinsic motivation in the prediction of algebraic PSA. The second model is constructed to analyze with the help of cognitive and affective self-concept. Also, the third model is constructed to analyze with the help of four factors, such as cognitive and affective self-concept, and intrinsic and extrinsic motivation. In this study, a descriptive survey design is used, in which 400 ninth-grade students are involved in the Morigaon District of Assam, India. The results of regression analysis in the first model explain 29.8% variance of algebraic PSA, the second model demonstrated that 64.9% variance of algebraic and the third model has highest 66.1% variance of algebraic PSA can be accounted by the linear combination of the four independent variables. The findings of this study can be utilized by secondary education institutions to improve students’ mathematical achievement as a whole.
Co-Authors Ali, Imdad