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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)
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.
Exploring mathematics teachers' instructional and formative assessment practices for fostering 21st-century skills acquisition among secondary school students in Tanzania Mathias, George; Lupeja, Thabita; Deogratias, Emmanuel
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20303

Abstract

Strengthening the development of 21st-century skills in rural secondary schools remains an urgent educational priority, prompting this study to examine how mathematics teachers enact instructional and formative assessment practices to support these competencies. This qualitative research investigates how mathematics teachers in Kwimba district, Tanzania, design and implement pedagogical and assessment strategies to cultivate critical thinking, creativity, collaboration, communication, problem-solving, and digital literacy. Data were collected from ten mathematics teachers across ten public ordinary-level secondary schools through semi-structured interviews, classroom observations, and documentary reviews. Thematic analysis was applied to identify recurring patterns in instructional and assessment practices. Findings show that while teachers exhibit moderate competence in promoting critical thinking and problem-solving, their capacity to enhance creativity, collaboration, communication, and digital literacy remains limited. Structural constraints—including overcrowded classrooms, insufficient training, and limited resources—restrict the effective use of student-centered instruction and formative assessment. The study recommends targeted professional development, improved access to instructional materials, and greater curricular flexibility to strengthen teachers’ ability to foster 21st-century competencies. The study contributes novel empirical insights into the instructional–assessment nexus in under-resourced rural contexts, offering evidence to inform policy and teacher-capacity reforms.
EXAMINING ORDINARY LEVEL SECONDARY STUDENTS’ CONNECTIONS BETWEEN CLASSROOM-LEARNED MATHEMATICS WITH THEIR REAL-LIFE EXPERIENCES Deogratias, Emmanuel; Hezron, Majura; Lupeja, Thabita
International Journal of Research in Mathematics Education Vol. 3 No. 2 (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.v3i2.15203

Abstract

Mathematics is termed as difficult subject by most of the students in secondary schools and majority of them perform it poorly in their final examinations. This study investigated the extent at which ordinary level secondary students in Tanzania secondary schools connect classroom learned mathematics knowledge with their actual living experiences. The study was constructed in the lens of pragmatism approach of learning which penlights that in education students should be taught things which are practical to the real world and useful in their daily living environment. In this study, 220 ordinary level secondary students were randomly selected as the study sample. Questionnaires were used in data collection. The collected data was analysed through descriptive statistics using statistical graphs and percentages. The study revealed that secondary students in Tanzania rarely connect classroom learned mathematics knowledge with their actual living experiences and most of them failed to explain precisely how learned mathematical topics/knowledge are helpful in their day to day living experiences. The study recommends that classroom learned mathematics should be authentic to student’s real-life experiences.
Secondary school students' perceptions of physics and interdisciplinary course combinations in Tanzania Deogratias, Emmanuel; Karugila, Geoffrey; Mwiyahuzi, Jeford
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21072

Abstract

This study is necessary because physics, a fundamental subject in STEM education, is often viewed as challenging and less relevant, resulting in decreased student enrolment and poor academic performance. This study aimed to: Examine students' attitudes and perceptions towards physics as a subject, including their interests, motivations, and challenges; investigate students' perceptions of combinations involving physics, such as Physics, Chemistry, and Mathematics (PCM) and Physics, Chemistry, and Biology (PCB), and how these perceptions influence their subject choices; and assess the impact of students' perceptions on their academic achievement in physics and physics-related combinations, including their performance, grades, and overall learning outcomes. A mixed-methods approach was employed, combining quantitative (questionnaires, n = 100) and qualitative (interviews) data collection methods. The results showed that 64% of students expressed interest in physics, but many found it difficult due to mathematical complexity and limited practical learning opportunities. Key factors shaping students' perceptions included peer influence, teaching methods, and career aspirations. Notably, students with positive perceptions of physics were more likely to choose science combinations like Physics, Chemistry, and Mathematics (PCM) and Physics, Chemistry, and Biology (PCB), often driven by career ambitions. The study's findings have significant implications for physics education and STEM career participation. The results indicate that students’ perceptions have a substantial impact on subject choices and academic achievement. This study contributes to the physics education literature by providing empirical evidence from the Tanzanian secondary school context on how students’ perceptions of physics influence interdisciplinary subject combination choices and academic achievement, thereby informing context-sensitive strategies to strengthen STEM participation.
Co-Authors Focus, Festo Gadala, Yoram Hezron, Majura Iddi, Aziza Karugila, Geoffrey Kira, Ernest Simon Lupeja, Thabita Mathias, George Matumba, Emmanuel Mrope, Fadhili Mustafa Mwiyahuzi, Jeford Ngonyani, Christer Paulo, Heri