Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Perceptions of Teaching Approach and Academic Performance among Senior Two Students in Musanze: Mediating Role of Mathematics Anxiety and Career Aspiration
By Iyamuremye, Emmanuel
This empirical study sought to examine gender differences and the relationships between students’ perceptions of mathematics teaching, mathematics anxiety, career aspirations, and academic performance. The study utilized the descriptive-correlational research design coupled with the quantitative data collection process, i.e., a survey questionnaire. We deliberately sampled six lower secondary schools in Musanze district to participate in the study. A total of 415 (60 % males) senior two students (grade 8) were involved in the study. Data were analyzed using an independent sample t-test and structural equation modeling. Students’ perceptions of the teaching approach significantly influenced career aspirations, mathematics anxiety, and performances. In addition, mathematics anxiety affected the relationship between students’ perceptions of the teaching approach and performance and career aspirations. Although girls’ mathematics anxiety, mathematics performance, and perceptions of the teaching approach were higher than boys’, the differences were not statistically significant. The findings of this study revealed that students’ perceptions of the teaching approach influence their mathematics performance, mathematics anxiety, and career aspirations. Therefore, any intervention aimed at reducing mathematics anxiety and improving academic performance and career aspirations in Mathematics should consider students’ perceptions of the teaching approach. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support
By Kwarikunda, Diana
For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school-an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.