A Literature Review on the Impact of Socio-Demographic Factors, Differentiated Instruction, and Student Engagement on Mathematics Achievement
DOI:
https://doi.org/10.7719/irj.v26i1.1009Keywords:
Mathematics achievement, Differentiated Instruction, student engagement, socio-demographic factors, quasi-experimental research, academic performanceDisciplines:
Mathematics Education, Educational PsychologyAbstract
This paper presents a comprehensive review of the academic literature concerning the factors that influence student achievement in mathematics. It synthesizes findings on the role of socio-demographic variables, the effectiveness of Differentiated Instruction (DI) as a pedagogical intervention, and the relationship between student engagement and academic outcomes. The review establishes a theoretical basis for the causal links between these factors and student performance, providing a foundation for a quasi-experimental study. It discusses the mixed but often positive effects of socio-demographic factors like parental education, family income, and access to resources, as well as the well-supported positive impact of DI on post-test scores. Furthermore, it highlights the significant positive relationship between behavioral, cognitive, and emotional engagement and mathematics performance. The paper concludes with a detailed methodology section, outlining a quasi-experimental design to empirically test these relationships.
References
Ahmed, S. K., Dabrowski, A., Cheng, J., Klimova, V., & McCallum, I. (2023). Equity and equality in learning in Asia-Pacific: What do results from large-scale assessments tell us? Gender in focus policy brief. 2023-NEQMAP-Policy-Brief-Gender.pdf
Angrist, J., Lavy, V., & Schlosser, A. (2005). New evidence on the causal link between the quantity and quality of children. https://www.nber.org/papers/w11835
ASEAN Secretariat. (2020). ASEAN Policy Brief on Safe School Reopening, Learning Recovery and Continuity. https://asean.org/wp-content/uploads/2022/04/ASEAN-Policy-Brief-on-Safe-School-Reopening_FIN.pdf
Published
Issue
Section
License
Copyright (c) 2026 Lindy C. Arguillas, Janine Kris A. Arpilleda, Vivian B. Cabadonga
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
