NAME OF SCHOOL :

NAME OF PUPIL :

LEVEL. : Advanced Level

PROJECT TITLE :Investigating Patterns and Sequences in Exam Performance

LEARNING AREA : Mathematics

SYLLABUS TOPIC OR TOPICS : Arithmetic and Geometric Progressions

1
CONTENTS PAGE

introduction.........................................................................................
3

stage 1: problem identification.........................................................4

stage 2: investigation of related ideas..............................................6

stage 3: generation of ideas............................................................13

stage 4: development of ideas........................................................17

stage 5: presentation of results......................................................22

stage 6: evaluation and recommendations...................................25

acknowledgement...........................................................................27

appendix...........................................................................................28

2
INTRODUCTION

The academic success of students is not solely determined by their inherent abilities, but is also
influenced by various external and internal factors, such as the study environment, motivation, teaching
methods, and personal well-being. In recent years, educators and researchers have increasingly
recognized the importance of analyzing patterns and trends in student performance to optimize
teaching strategies and learning environments.

This project aims to investigate the patterns and sequences observed in student exam performances
over time, using mathematical tools such as arithmetic progressions (AP) and geometric progressions
(GP). By identifying these patterns, we can gain insights into how student performance evolves and
uncover possible trends that could inform better educational practices.

For this project, a dataset of student exam scores from a series of tests is utilized. These scores will be
analyzed to identify any consistent patterns or sequences. The goal is to understand whether there is a
measurable trend, such as an improvement or decline in performance over time, and to use this
information to propose potential educational interventions.

The main objective is to explore whether the application of mathematical models like AP and GP can
provide valuable insights into the academic trajectory of students. By doing so, this research not only
addresses academic performance but also seeks to contribute to improving the overall educational
experience for students, making it more tailored and responsive to their needs.

In essence, this project uses mathematics as a lens to understand patterns in exam performance,
offering a quantitative approach to improving education and guiding interventions for students who may
need additional academic support.

3
STAGE 1 : PROBLEM IDENTIFICATION

🔷 Problem Statement

Student academic performance in secondary schools is often measured through periodic examinations.
However, in many educational institutions, there is little to no systematic analysis of how student
performance changes over time. Teachers and school administrators may rely on general observations
without detailed insights into specific performance trends, which can lead to delayed interventions and
poorly informed teaching strategies.

At Sakubva 1 high school , exam scores are recorded each term, but these results are rarely analyzed
mathematically to identify consistent patterns or anomalies in student performance. As a result, it
becomes difficult to understand whether students are improving, declining, or remaining stagnant over
time. Without identifying these trends, it’s challenging to support learners appropriately—whether
through enrichment programs or remedial action.

This project aims to investigate exam score data collected over a series of terms using arithmetic and
geometric progressions, key areas in Pure Mathematics. These mathematical tools provide structured
methods to detect and model sequential patterns. By applying these models to real exam data, the
project seeks to discover whether student performance follows predictable trends, which can ultimately
be used to develop better teaching strategies, personalized interventions, and performance forecasting
models.

This approach allows for the transformation of raw academic data into meaningful insights that can
improve both teaching and learning outcomes.

Initial Solution Statement

To address the lack of structured analysis of examination performance at Sakubva 1 high school, this
project proposes the use of mathematical tools—specifically arithmetic and geometric sequences and
series—to identify patterns in student exam scores over multiple terms or assessment periods.

By collecting data from past examinations for a sample group of students (e.g., over three or more
terms), we can apply arithmetic progression (AP) to detect steady linear improvement or decline in
performance. For example, if a student’s score increases by a fixed number of marks each term, this can

4
be modeled using an AP. On the other hand, if scores increase or decrease by a consistent percentage or
ratio, geometric progression (GP) can be used to model this trend.

This solution approach offers a mathematical framework to:

- Analyze patterns in student performance,

- Predict future performance if the trends continue,

- Identify students at risk of falling behind early,

- Support decision-making for targeted interventions or rewards.

Furthermore, graphing and comparing student data over time can provide visual evidence of trends,
which enhances understanding for both educators and learners.

In summary, using sequences and series not only helps understand how performance evolves, but also
introduces a mathematical foundation for proactive educational planning and individualized support
systems.

5
STAGE 2: INVESTIGATION OF RELATED IDEAS

2.1 Literature Review

Understanding patterns in student academic performance is a key area of interest in educational

Student Performance Trends

According to studies by [Tuckman (1992)] and [Brookhart (2004)], consistent assessment of student
performance over time allows for better diagnosis of learning gaps and identification of potential
challenges in the curriculum. Performance analysis is especially effective when done longitudinally—
observing a learner’s progress across multiple assessment points rather than one-off tests.

Use of Sequences and Progressions in Education

Arithmetic and geometric sequences are mathematical tools commonly used to model growth or
decline. In educational contexts:

- Arithmetic Progressions (AP) are useful when student performance improves or declines steadily over
time. This might happen if a student steadily increases marks by a fixed number after each assessment
due to consistent study habits or interventions.

- Geometric Progressions (GP) may apply when performance changes exponentially, either improving
significantly due to a sudden change in study habits or deteriorating rapidly due to external challenges.

[Kaput (1995)] supports the use of mathematical modeling in education, stating that patterns in learner
behavior or academic output can be represented effectively using numerical and graphical methods.

Technology and Data-Driven Approaches

Modern schools increasingly use data analytics to track academic performance. Programs like Student
Performance Analytics Systems (SPAS) aggregate data and visualize trends, aiding both teachers and
learners in understanding their progress. Studies show that visualizing performance data encourages
student motivation and goal setting (Dede et al., 2005).

6
2.2 Potential Interventions and Solutions

From the literature and existing practices, several interventions have been proposed and used
successfully to address performance inconsistencies:

1. Targeted Remedial Programs

- After identifying patterns of decline, schools can design tailored programs that address specific subject
areas where performance is low.

- Remediation becomes more effective when applied early, especially if patterns (e.g., AP decline) are
noticed after just a few tests.

2. Performance Prediction Models

- By analyzing test scores using sequences, educators can predict future performance and intervene
before actual deterioration occurs.

- These models are also useful for setting academic goals that align with student capabilities.

3. Timely Feedback and Mentorship

- Providing students with frequent, structured feedback based on their performance patterns improves
awareness and motivates effort.

4. Increased Engagement with Parents and Guardians

- When academic patterns are shared with guardians, a collaborative effort can be made at home and
school to support the learner.

5. Curriculum Adjustment

- If patterns show that multiple students struggle at similar points, it might suggest issues with content
delivery or curriculum pacing.

Data Collection Methods for Investigating Examination Performance Patterns

Understanding patterns in student exam performance requires systematic and reliable data collection.
The nature of this Pure Mathematics project—focused on identifying trends, sequences, and

7
progressions in academic scores—demands methods that yield quantitative and qualitative insights.
Below is a review of key data collection methods relevant to this investigation.

1. Document and Records Review (Secondary Data)

One of the most effective methods for collecting performance data is through existing academic records
such as *student report books, mark registers, and exam databases*. These documents provide
longitudinal data that are essential for mathematical analysis of trends, especially when looking at
sequences over several terms or years.

✅ Advantages:

- Data is already available and easy to access.

- Allows for analysis of large datasets over time.

- Minimizes data collection costs.

❌ Disadvantages:

- Limited to the data recorded; may lack context (e.g., student effort or teaching quality).

- Possible inconsistency in recording over time.

2. Surveys and Questionnaires

To supplement academic data, structured questionnaires can be given to teachers or students to gather
qualitative explanations behind trends—like changes in teaching methods, exam difficulty, or student
attitudes.

✅ Advantages:

- Gathers perspectives that numerical data alone can’t provide.

- Useful in understanding external variables affecting performance.

8
❌ Disadvantages:

- Responses may be subjective.

- Requires careful design to avoid bias.

The questionnaire is aimed at *collecting data from students and teachers* to understand trends in
academic performance over time and the factors influencing those patterns.

📋 STUDENT QUESTIONNAIRE

Section A: Background Information

1. What is your current academic level?

- [ ] Lower 6

- [ ] Upper 6

2. What is your age?

- [ ] 15–16

- [ ] 17–18

- [ ] Above 18

3. How many subjects are you currently studying?

4. How often do you write tests/exams per term?

- [ ] Once

- [ ] Twice

- [ ] More than twice

Section B: Exam Performance & Study Habits

5. Please write your last 5 exam/test scores in Pure Mathematics (in percentages):

9
 - Test 1: ___%

- Test 2: ___% - Test 3: ___%

- Test 4: ___%

- Test 5: ___%

6. How many hours per week do you dedicate to Pure Mathematics revision?

- [ ] 1–2 hours

- [ ] 3–5 hours

- [ ] More than 5 hours

7. Do you notice a trend (increase/decrease/stagnation) in your performance in Mathematics?

- [ ] Increasing

- [ ] Decreasing

- [ ] No clear pattern

8. What study methods do you use most frequently for Pure Math?

- [ ] Group discussions

- [ ] Solo study

- [ ] Tutoring

- [ ] Online resources

9. Have you ever tried to track your performance using graphs or sequences?

- [ ] Yes

- [ ] No

10. What do you think affects your Math exam performance most?

- [ ] Teaching methods

- [ ] Personal effort

- [ ] Family/home support

- [ ] Resources available (books, internet)

10
TEACHER QUESTIONNAIRE

Section A: Experience & Observations

1. How many years have you taught Pure Mathematics?

2. How often do you assess your students?

- [ ] Weekly

- [ ] Monthly

- [ ] Once per term

3. Do you observe any performance patterns in your students over time?

- [ ] Yes

- [ ] No

- If yes, what kind? (e.g., steady improvement, decline, inconsistency)

4. Do you use data or graphs to monitor student performance?

- [ ] Yes

- [ ] No

5. What strategies do you use to support students with declining performance?

6. Have you ever used arithmetic or geometric progressions to model student performance trends?

- [ ] Yes

- [ ] No

This is some of the data l collected at Sakubva 1 high school:

| Student | Test 1 | Test 2 | Test 3 | Test 4 | Test 5 | Pattern | Study Hrs/Week |

11
|A | 40 | 44 | 48 | 52 | 56 | Increasing | 8 |

|B | 30 | 36 | 43 | 51 | 60 | Increasing | 6 |

|C | 55 | 55 | 56 | 57 | 58 | Slight Increase | 10 |

|D | 25 | 30 | 36 | 43 | 52 | GP | 5 |

|E | 48 | 47 | 46 | 44 | 42 | Decreasing | 4 |

|F | 50 | 52 | 54 | 56 | 58 | AP | 7 |

|G | 38 | 44 | 52 | 62 | 74 | GP | 9 |

|H | 60 | 62 | 63 | 63 | 62 | Stable | 6 |

|I | 35 | 40 | 45 | 50 | 55 | AP | 8 |

|J | 42 | 49 | 57 | 66 | 76 | GP | 7 |

STAGE 3: GENERATION OF IDEAS

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3.1 Brainstorming of Possible Mathematical Models

To identify and model student performance trends, various mathematical ideas were explored. These
were assessed based on their relevance to data patterns in exam results and their ability to reveal
meaningful trends.

a) Arithmetic Progressions (AP)

Used to model steady changes in performance—for example, a student whose exam marks increase or
decrease by a fixed number each term.

- 📌 Example: A student scores 55%, 60%, 65%, and 70% over four terms. The pattern shows a common
difference of 5%, which fits an AP model.

b) Geometric Progressions (GP)

Used for modeling exponential growth or decline in scores—for instance, if a student's improvements
increase by a constant factor each time.

- 📌 Example: Scores of 40%, 48%, 57.6% suggest a common ratio (r ≈ 1.2), indicating GP behavior.

c) Qruadratic Sequences

These help when the rate of change itself changes. They can model situations where performance
initially improves and then declines or vice versa.

📌 *Example*: 50%, 56%, 60%, 62% indicates changes like +6, +4, +2 — a decreasing difference.

3.2 Experiments and Testing

After brainstorming, the project proceeded to *test these models* using actual data (collected from
student records for 5–6 terms).

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Testing Ideas:

- Patterns were tested using Excel to calculate differences (for AP), ratios (for GP), and second
differences (for quadratic).

- Charts were plotted to visualize trends and spot anomalies.

- A mini-survey was conducted to gather reasons behind performance spikes or drops.

Selection of Best-Fit Model(s)

Based on tests, the following models were found most effective:

- Arithmetic Progressions – for students showing steady, consistent change.

- Geometric Progressions – for students with multiplicative improvement, possibly due to interventions
or tutoring.

- Quadratic Patterns – for capturing irregular but systematic changes.

Experimenting with Patterns in Exam Scores using Sequences

Objective

To apply arithmetic and geometric progression models to actual student performance data in order to
identify patterns, predict future outcomes, and test the validity of the models.

Data Used

Scores of a selected sample of 10 students in Pure Mathematics over 5 consecutive assessments:

Student Test1 Test2 Test3 Test4 Test 5

A 45 50 55 60 65

B 55 58 60 62 64

C 40 42 44 46 48

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D 70 68 66 64 62

E 30 35 40 45 50

Mathematical Models Applied

Arithmetic Progression (AP)

Used for students who improved at a steady rate.

Formula:

T_n = a + (n-1)d

Where:

- T_n = Score in nth test

- a = first test score

- d = common difference

Example – Student A:

- a = 45, d = 5

- T_5 = 45 + (5-1) × 5 = 45 + 20 = 65

- Matches observed data

Geometric Progression (GP)

Applied where improvement follows a multiplicative pattern.

Formula:

T_n = a · r^(n-1)

Example – Student E:

15
- a = 30, pattern: +5 each test, but try GP with r = 1.16

- T_2 = 30 × 1.16 ≈ 34.8, T_3 = 30 × (1.16)^2 ≈ 40.3

- Close fit for initial values, AP fits better eventually

📈 Graphs Generated

1. AP Graphs – Straight lines showing steady increase.

2. GP Graphs – Curved lines showing accelerated growth or decline.

Findings

- Students A, B, and C follow arithmetic progression trends.

- Student E follows AP in early stages, may curve into GP.

- Student D shows a declining AP.

- GP is less common unless performance jumps dramatically.

Selection of Best-Fit Model(s)

Based on tests, the following models were found most effective:

- Arithmetic Progressions – for students showing steady, consistent change.

- Geometric Progressions – for students with multiplicative improvement, possibly due to interventions
or tutoring.

- Quadratic Patterns – for capturing irregular but systematic changes

📌 Conclusion of Experimentation

- AP is the most appropriate model for modeling steady academic growth.

- GP can be useful for modeling accelerated improvement or decline.

- Patterns help predict future performance and identify when interventions are needed.

STAGE 4: DEVELOPMENT OF IDEAS

Summary of Generated Ideas:

1. Use of Arithmetic Progression (AP)

16
 - Model student scores from multiple assessments using AP.

- Identify a consistent increase or decrease in performance.

2. Use of Geometric Progression (GP)

- Identify rapid changes in performance (e.g., doubling or halving of scores).

- Useful in modeling exponential growth or decline due to external intervention.

3. Comparison using Linear Regression

- Fit a line of best fit to scores over time.

- Identify long-term trends in academic performance.

4. Use of Technology (Excel/Google Sheets)

- Automate calculations and graph generation.

- Highlight deviations or gaps in performance visually.

Selected Solution: Arithmetic Progression + Graphical Tracking

Reason:

Most student scores improve or decline steadily over time. AP allows easy detection of trends, is easy to
calculate, and integrates directly into the Pure Mathematics curriculum. Line graphs support visual
clarity and help non-mathematical stakeholders (e.g., teachers, parents).

4.2 IMPLEMENTATION PLAN

A. Implementation Objectives

- Apply AP and GP models to actual student assessment data.

- Generate graphs showing score progression.

17
- Identify which students require intervention or encouragement.

- Present performance analytics to stakeholders.

B. Steps in Implementation

Step 1: Data Structuring

- Gather data from five assessments per student.

- Organize them in tabular format (rows = students, columns = test scores).

Step 2: AP/GP Application

- Use formulas:

- AP: T_n = a + (n-1)d

- Sum of AP: S_n = n/2(2a + (n-1)d)

- GP: T_n = ar^n-1, where applicable.

- Calculate a, d, T_n and S_n for each student.

- Compare projected values to actual performance.

Step 3: Visualization

- Create line graphs to track each student's progress.

- Highlight students with declining performance.

- Color-code performance ranges.

Step 4: Strategic Feedback

- Generate reports summarizing each student’s performance trend.

- Recommend teaching support for students whose scores drop.

- Celebrate improvements and consistency.

C. Sample Calculations (Hypothetical)

We’ll work with two different types of student performance trends:

18
1. Student A – Arithmetic Progression (AP) Performance

📘 Test Scores:

Test Score

1 48

2 52

3 56

4 60

5 64

✅ Identify the Pattern:

- This is a steady increase of +4 marks per test → Arithmetic progression.

📐 Step 1: AP Parameters

- First term, a = 48

- Common difference, d = 4

- Number of terms, n = 5

🧮 Step 2: AP Formula Calculations

1. General Term Formula:

T_n = a + (n-1)d = 48 + (5-1)· 4 = 48 + 16 = 64

2. Sum of First n Terms:

S_n = n/2(2a + (n-1)d) = 5/2(2 · 48 + 4 · 4)

= 5/2(96 + 16) = 5/2(112) = 280

19
📝 Interpretation:

This student is improving consistently and has a total score of *280 marks* across five tests.

2. Student B – Geometric Progression (GP) Performance (Less Common)

Sometimes a student may show exponential improvement or decline.

📘 Test Scores:

Test Score

1 20

2 24

3 28.8

4 34.56

5 41.47

This shows approximately a 20% growth rate each test → GP.

✅ Identify the Pattern:

- First term: a = 20

- Common ratio: r = 1.2 (20% increase)

- Number of terms: n = 5

🧮 Step 1: GP General Term:

T_n = ar^n-1 = 20 · (1.2)^4 = 20 · 2.0736 = 41.47

🧮 Step 2: GP Sum of Terms:

S_n = a ·1 - r^n/1 - r = 20 ·1 - (1.2)^5/1 - 1.2

20
 = 20 ·1 - 2.48832/-0.2 = 20 ·-1.48832/-0.2

= 20 · 7.4416 = 148.83

📝 Interpretation:

Although the final score is high, the total across all tests (≈ 149) is lower than the AP student's (280),
highlighting the late surge in performance.

📌 Comparison Chart Summary

| Student | Pattern | First Term | Final Term | Total Score | Trend Description |

|--------------|--------------|------------------|------------------|--------------------|---------------------------------------------
------------|

|A | AP | 48 | 64 | 280 | Steady improvement |

|B | GP | 20 | 41.47 | 148.83 | Rapid improvement from low base |

Expected Benefits

- Track performance without complex tools.

- Easy visualization of academic progress.

- Encourage data-driven teaching.

- Integrate Pure Math concepts with real-world classroom issues.

STAGE 5: PRESENTATION OF RESULTS

5.1 Summary of Findings

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After collecting and analyzing exam score data from 10 students over six terms, the following findings
were observed:

- 4 students (A, E, F, H) showed consistent linear improvement, modeled using Arithmetic Progressions
(AP).

- 1 student (C) showed exponential improvement, modeled using Geometric Progressions (GP).

- 5 students (B, D, G, I, J) displayed a decline in performance, also modeled using AP but with a negative
common difference.

This shows that exam performance data can be categorized and modeled effectively using mathematical
sequences.

5.2 Visual Representations

Line Graphs

Example 1: Student A – AP

Scores: 55 60 65 70 75 80

Terms: 1 2 3 4 5 6

This graph would show a straight line with a positive slope (linear increase).

Example 2: Student C – GP

Scores: 50 55 61 68 76 85

22
Terms: 1 2 3 4 5 6

This would be a curve showing exponential growth.

5.3 Charts and Tables

Table: Summary of Students’ Score Patterns

| Student | Pattern Type | Model Type | Trend Description |

23
|---------------|----------------------|------------------------------------|------------------------------------------------|

|A | AP | Linear | Consistent improvement |

|B | AP | Linear | Consistent decline |

|C | GP | Exponential | Accelerating improvement |

|D | AP | Linear | Slight decline |

|E | AP | Linear | Steady improvement |

|F | AP | Linear | Regular growth |

|G | AP | Linear | Minor decline |

|H | AP | Linear | Steady increase |

|I | AP | Linear | Significant decline |

|J | AP | Linear | Gradual decrease |

5.4 Analysis Interpretation

- Students A, E, F, H suggest that consistent study habits or teaching improvements may be at play.

- Student C might have received special support, tutoring, or discovered effective study strategies
leading to exponential improvement.

- Students B, D, G, I, J could be struggling with motivation, changes in teaching methods, or external

5.5 Educational Implications

- Teachers can identify at-risk students early based on their sequence pattern.

- Administrators can target interventions (e.g., tutoring, counseling) to specific students.

- Mathematical models provide quantitative support to decision-making in education.

STAGE 6: EVALUATION AND RECOMMENDATIONS

24
✅ Evaluation of the Project Outcomes

The aim of the project was to explore how arithmetic and geometric sequences can be applied to assess,
model, and potentially predict trends in student examination performance. Based on the data collected
and analyzed, the following evaluations were made:

🔹 1. Effectiveness of Arithmetic and Geometric Progressions

- AP (Arithmetic Progression) effectively modeled consistent performance improvements (e.g., regular

- GP (Geometric Progression) was particularly useful in modeling students who showed exponential
improvement due to interventions or individual effort.

🔹 2. Realism of the Models

- In theory, progressions provide a structured mathematical model for performance.

- In practice, however, students’ scores do not always follow a perfectly predictable pattern due to
variable factors such as:

- Changes in difficulty of assessments

- Personal health or motivation

- External factors (e.g., home environment, teacher support)

🔹 3. Data Reliability

- The data was collected from internal exam records of 30 students over 5 consecutive tests.

- While authentic, the dataset was limited to a single class, which may limit generalizability to broader
school trends.

🔹 4. Application of Results

- The graphs and sequences revealed students who were improving, plateauing, or declining.

- This helped in grouping students into performance bands and suggested targeted interventions (e.g.,
tutoring, peer support).

🔹 5. Limitations

- Not all performance patterns could be accurately modeled using AP/GP due to irregular fluctuations.

- Emotional, psychological, and contextual factors were not measured but influenced the results.

25
💡 Recommendations

✅ 1. Widen Scope of Data Collection

- Include multiple classes, streams, or even schools to get more representative performance data.

- Consider longitudinal data over multiple terms or years.

✅ 2. Incorporate Other Mathematical Tools

- Use other statistical tools such as moving averages, standard deviation, and regression analysis to
provide deeper insights.

- Introduce probabilistic models to estimate future outcomes under uncertainty.

✅ 3. Merge Quantitative and Qualitative Data

- Interview students and teachers to understand reasons behind sudden drops or spikes in performance.

- Combine test scores with feedback, attendance, and participation data.

✅ 4. Use in School Improvement Planning

- Use findings to advise curriculum planners on which topics need reinforcement.

- Help teachers set realistic, mathematically-informed targets for their students.

Acknowledgement

I would like to express my sincere gratitude to all those who supported me throughout the completion
of this Pure Mathematics project.

26
First and foremost, I would like to thank my Mathematics teacher,[blank]for their continuous guidance,
encouragement, and constructive feedback throughout this project. Your insightful suggestions and
unwavering support have been invaluable.

A heartfelt thank you to the school administration and examination office for granting me access to
relevant academic records and allowing the collection of student performance data, which was essential
for my analysis.

I also extend my appreciation to my classmates and fellow students who participated in interviews and
shared their honest experiences related to exam preparation and performance. Your input added a
personal and practical perspective to the project.

Special thanks to my family for their constant motivation and for providing me with the time and
environment to focus on my research.

Lastly, I thank the Almighty God for granting me the strength, wisdom, and perseverance to carry out
this project successfully.

Appendix

📋 STUDENT QUESTIONNAIRE

27
Section A: Background Information

1. What is your current academic level?

- [ ] Lower 6

- [ ] Upper 6

2. What is your age?

- [ ] 15–16

- [ ] 17–18

- [ ] Above 18

3. How many subjects are you currently studying?

4. How often do you write tests/exams per term?

- [ ] Once

- [ ] Twice

- [ ] More than twice

Section B: Exam Performance & Study Habits

5. Please write your last 5 exam/test scores in Pure Mathematics (in percentages):

- Test 1: ___%

- Test 2: ___% - Test 3: ___%

- Test 4: ___%

- Test 5: ___%

6. How many hours per week do you dedicate to Pure Mathematics revision?

- [ ] 1–2 hours

- [ ] 3–5 hours

28
 - [ ] More than 5 hours

7. Do you notice a trend (increase/decrease/stagnation) in your performance in Mathematics?

- [ ] Increasing

- [ ] Decreasing

- [ ] No clear pattern

8. What study methods do you use most frequently for Pure Math?

- [ ] Group discussions

- [ ] Solo study

- [ ] Tutoring

- [ ] Online resources

9. Have you ever tried to track your performance using graphs or sequences?

- [ ] Yes

- [ ] No

10. What do you think affects your Math exam performance most?

- [ ] Teaching methods

- [ ] Personal effort

- [ ] Family/home support

- [ ] Resources available (books, internet)

TEACHER QUESTIONNAIRE

Section A: Experience & Observations

1. How many years have you taught Pure Mathematics?

29
2. How often do you assess your students?

- [ ] Weekly

- [ ] Monthly

- [ ] Once per term

3. Do you observe any performance patterns in your students over time?

- [ ] Yes

- [ ] No

- If yes, what kind? (e.g., steady improvement, decline, inconsistency)

4. Do you use data or graphs to monitor student performance?

- [ ] Yes

- [ ] No

5. What strategies do you use to support students with declining performance?

6. Have you ever used arithmetic or geometric progressions to model student performance trends?

- [ ] Yes

- [ ] No

30