Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Union: Jurnal Ilmiah Pendidikan Matematika International Journal of Research in Mathematics Education
Deogratias, Emmanuel
Unknown Affiliation
Education Mathematics

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Influence of Peer Groups on The Academic Performance of University Students in Mathematics Courses Mrope, Fadhili Mustafa; Kira, Ernest Simon; Deogratias, Emmanuel
International Journal of Research in Mathematics Education Vol. 2 No. 2 (2024)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v2i2.10861

Abstract

This research investigates the influence of peer groups on students' academic performance in mathematics courses at the university level, with a specific focus on Morogoro Municipality. The study aims to understand the dynamics of peer interaction and its impact on students' mathematical learning outcomes. A mixed-methods approach was employed, combining quantitative analysis of academic performance data with qualitative exploration of peer group dynamics through interviews and surveys. Encompassing all students in higher education institutions in Morogoro Municipal, the study includes a sample of 200 students randomly selected from four universities. Data collection methods involved questionnaires and interviews to glean insights into peer interaction patterns, academic performance, and demographic characteristics. Quantitative data collected undergo coding and Chi-square computation, facilitated by the Statistical Package for the Social Sciences (SPSS) version 20, enabling researchers to discern correlations between peer dynamics and academic achievement. Findings suggest that peer groups play a significant role in shaping students' attitudes, study habits, and academic achievement in mathematics. Positive peer interactions foster collaboration, motivation, and deeper understanding of mathematical concepts, leading to improved performance. Conversely, negative peer influences, such as social distractions and peer pressure, can hinder academic progress. Understanding the mechanisms through which peer groups influence academic performance can inform educational interventions and support systems aimed at enhancing mathematical learning outcomes at the university level.
Enhancing mathematical understanding through real objects: Insights from Tanzanian classrooms Deogratias, Emmanuel; Ngonyani, Christer; Gadala, Yoram
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18733

Abstract

This research investigates the use of real objects and improvisation as learning aids by mathematics teachers in secondary schools within Morogoro Municipality. The study employed a quantitative approach, involving 101 mathematics teachers, to assess the effectiveness of real objects and improvisation in enhancing students' understanding of mathematical concepts. Using a case study research design, the study targeted mathematics teachers in secondary schools in Morogoro Municipality, selected through purposive and convenience sampling. The findings reveal that real objects and improvisation have great potential in enhancing students’ understanding of mathematical concepts. Real objects can be effectively used to reinforce students’ comprehension of mathematics during classroom instruction. They also facilitate easier understanding of mathematical concepts, such as perimeter and area. Additionally, real objects promote student engagement in learning mathematics during lesson delivery and help students bridge the gap between theory and practice. These findings have significant implications for the teaching and learning of mathematics, as they indicate that students become more actively engaged with mathematical concepts, while teachers improve their pedagogical practices in secondary school settings. This study recommends the use of real objects in mathematics classrooms to increase student participation, relate mathematical concepts to students’ daily experiences, and enhance learning outcomes.
Investigating the Factors Contributing to Low Mathematics Performance in Tanzanian Ordinary Secondary Schools Deogratias, Emmanuel; Paulo, Heri
International Journal of Research in Mathematics Education Vol. 3 No. 1 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i1.13499

Abstract

This quantitative study aimed to investigate the factors contributing to low mathematics performance in secondary schools within Morogoro Municipality, Tanzania.. Relevant literatures reviewed on findings that emerged from different authors. The study involved in 3 secondary schools, 50 mathematics teachers and 150 students. These helped us to obtain numerical data through simple random sampling Data collection conducted by using questionnaires, then the data were analyzed using statistical package software (SPSS). It was found that teacher lack of professional training contribute to low performance in mathematics, inappropriate teaching methods effect on student’s performance in mathematics, class size contribute to low performance in mathematics,, teaching materials and use of ICT contribute to high performance in mathematics, appropriate using teaching and learning resources in teaching Mathematics contribute to high performance, parental educational status contributes to low performance in mathematics, students’ attitude towards mathematics contribute to low performance in mathematics, the teacher- student- relationship contribute positively or negatively towards low performance in mathematics subject, and classroom and school environment contribute either positively or negatively towards low performance in mathematics. These results have implication in improving performance in mathematics for students in secondary schools.
Co-Authors Gadala, Yoram Kira, Ernest Simon Mrope, Fadhili Mustafa Ngonyani, Christer Paulo, Heri