Comparison of At-risk Students’ Mathematical Commognition in Geometry based on their Personal Attributes
Bibliographic record
Abstract
Students’ academic performance in Mathematics has a significant impact on their success on large scale standardized assessments as well as their eventual job choices. This study determined the level of at-risk students’ mathematical commognition in high school geometry and makes comparisons when grouped according to their family environment, language proficiency, learning style, and attitude towards learning mathematics. This study employed a mixed method research design and was conducted for select Grade 10 at-risk students of Cagayan de Oro City National Junior High School. The data gathered on students’ level of commognition was analyzed using frequency, percentage, mean and standard deviation. Correlation analysis was used to establish the association between students’ mathematical commognition and the perceived variables. The comparison of students’ level of mathematical commognition was analyzed using non-parametric tests such as Kruskall-Wallis and Mann Whitney U tests. Results reveal no significant difference of at-risk students’ level of mathematical commognition based on their personal attributes. Hence, it is recommended that further explorations of other factors that might affect students’ level of mathematical commognition. Students only have a basic level of mathematical commognition and therefore another study can be pursued on employing effective teaching methods on improving students’ mathematical commognition not only in Geometry but also in other mathematics courses across all levels.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".