Article Per Year (5 Year)
p-Index From 2021 - 2026
1.066
P-Index
This Author published in this journals
All Journal Union: Jurnal Ilmiah Pendidikan Matematika
Emmanuel Deogratias
Sokoine university of Agriculture
Education Mathematics

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Secondary school students' perceptions of physics and interdisciplinary course combinations in Tanzania Emmanuel Deogratias; Geoffrey Karugila; Jeford Mwiyahuzi
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.
Analysis of students’ difficulties in solving probability questions: The case of advanced certificate of secondary education examination in Tanzania Fadhili Mustafa Mrope; Emmanuel Deogratias
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 Emmanuel Deogratias; Christer Ngonyani; Yoram Gadala
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 factors leading to negative attitudes towards mathematics among secondary school students in Tanzania Emmanuel Deogratias; Aziza Iddi
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 George Mathias; Thabita Lupeja; Emmanuel Deogratias
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.
Identifying key predictors of school-level mathematics performance using statistical and machine learning techniques: Evidence from Tanzanian secondary schools Emmanuel Deogratias; Ratera Mayar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21071

Abstract

Mathematics achievement in Tanzanian secondary schools remains persistently low, yet national examination reporting is largely descriptive and offers limited insight into how performance is structured across schools. This study integrated classical statistical inference with machine learning to examine school-level mathematics performance using 2024 Certificate of Secondary Education Examination (CSEE) data published by the National Examinations Council of Tanzania (NECTA). The analytic sample comprised school-level grade distributions (Grades A, B, C, D, and F) and candidate totals for 22 schools drawn from four regions: Dar es Salaam, Morogoro, Mwanza, and Mtwara. Analyses were conducted in MATLAB R2022b and combined one-way analysis of variance (ANOVA), k-means clustering, a pruned regression decision tree, Pearson correlation analysis, principal component analysis (PCA), and multiple linear regression. The ANOVA yielded no statistically significant difference in overall mathematics performance across regions, F(3, 20) = 2.75, p = 0.07, a near-threshold result that should be read cautiously given the limited number of schools. Clustering nevertheless partitioned schools into three groups of markedly different grade profiles, indicating that variation within regions was more pronounced than variation between them. The regression tree identified the number of candidates attaining Grade A as the primary splitting variable, with Grades C and D contributing secondary distinctions. Correlation analysis showed that adjacent grade categories co-varied positively while top and bottom grades were inversely associated, and PCA indicated that no single component dominated the grade structure. A multiple regression model explained 90.4% of the variance in the composite performance score, with Grade A and Grade C counts emerging as the strongest predictors; because total enrolment is the exact sum of the grade counts, the model was rank-deficient and its explanatory power is partly definitional. The findings suggest that raising school mathematics performance requires simultaneous attention to the upper tail and to the large body of moderately achieving learners, and they demonstrate both the promise and the interpretive limits of applying integrated statistical and machine learning methods to aggregated national examination data.
Co-Authors Aziza Iddi Christer Ngonyani Fadhili Mustafa Mrope Geoffrey Karugila George Mathias Jeford Mwiyahuzi Ratera Mayar Thabita Lupeja Yoram Gadala