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All Journal Union: Jurnal Ilmiah Pendidikan Matematika International Journal of Research in Mathematics Education
Deogratias, Emmanuel
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Education Mathematics

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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.
Analysis of students’ difficulties in solving probability questions: The case of advanced certificate of secondary education examination in Tanzania Mrope, Fadhili Mustafa; Deogratias, Emmanuel
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.17730

Abstract

This study investigates students' performance in solving probability-related questions in the Advanced Certificate of Secondary Education Examination (ACSEE) in Tanzania. The purpose is to identify the challenges students face when tackling these problems and provide insights for improving their performance. Using analysis of exam responses, the study reveals that many students struggle with probability questions, particularly those involving probability distributions like Binomial and Poisson. The difficulties arise from conceptual misunderstandings, the complexity of probability tasks, and the inappropriate use of generalized problem-solving techniques. To address these issues, we recommend conducting protocol analysis to understand students' cognitive processes when solving probability problems. This approach could guide teachers in developing instructional strategies that enhance students' comprehension and application of probability concepts. The findings contribute to shaping educational policies and teaching practices that can improve mathematical literacy and performance in probability tasks.
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.
Investigation on the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context Deogratias, Emmanuel; Focus, Festo; Matumba, Emmanuel
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19124

Abstract

This paper presents the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context. The quantitative approach was employed in this study for numerical data collection. Two hundred and five students participated in this study. A questionnaire was used while collecting data. Content analysis was used in the analysis process of the collected data. The tools used to analyze data included statistical software such as SPSS, a high-performance programming language and numerical computing environment developed by MathWorks. It was found that a large number of students frequently use mobile phones in learning mathematics. Also, mobile phones help students improve their understanding of mathematical concepts, including solving mathematical problems. They also help students collaborate with their peers while learning mathematics. From the results, using mobile phones supports students to enhance their learning of mathematics in university mathematics classrooms. The study concludes that mobile phone usage has a significant positive impact on students’ mathematics learning by facilitating problem-solving, conceptual understanding, engagement, and collaboration. Furthermore, this research contributes valuable insights to support policymakers and educators in developing strategies and professional development programs for effective mobile learning integration in Tanzanian higher education.
Investigation on the factors leading to negative attitudes towards mathematics among secondary school students in Tanzania Deogratias, Emmanuel; Iddi, Aziza
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025): In Progress
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19952

Abstract

This study investigated the factors contributing to the negative attitudes—often perceived as "hatred"—towards mathematics among secondary school students. A quantitative research approach was adopted, involving a total of 200 student respondents. Data were collected through structured questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS). Findings from the study revealed several key factors influencing students’ negative perceptions of mathematics. These included the use of unengaging and ineffective teaching methods, inadequate support from teachers when students encountered difficulties, peer influence, the perceived complexity of mathematical concepts, challenges related to the language of instruction, scarcity of instructional resources, and the use of punishment in the learning process. To foster a more positive attitude towards mathematics among students, the study recommends enhancing access to adequate learning materials and resources; encouraging collaboration between teachers and parents to promote the value of mathematics education; adopting innovative and interactive teaching techniques; minimizing the use of corporal punishment in schools; and implementing reward-based systems to acknowledge student progress and efforts in mathematics.
Co-Authors Focus, Festo Gadala, Yoram Iddi, Aziza Kira, Ernest Simon Matumba, Emmanuel Mrope, Fadhili Mustafa Ngonyani, Christer Paulo, Heri