Variables Affecting 21st Century K-12 Students’ Mathematics Achievements: A Systematic Review

Abstract

Purpose: This study aimed to use a systematic review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. Methodology: A systematic literature review of factors affecting K-12 mathematics achievement in the 21st century using only peer-reviewed articles published from 2012 to 2022. The Boolean search approach was employed to gather articles from electronic research databases. Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) were used to select a final of 65 articles for the study. A total of 33 axial codes were identified as specific factors from the systematic review conducted. Findings: Analysis of the research questions showed a high percentage of the articles conducted in Europe, North America, and Asia, with fewer publications on other continents. The findings showed low published research articles in the era of the COVID-19 pandemic. A final review of the 65 articles uncovered a total of 32 axial codes as the specific variables affecting K-12 students’ mathematics achievements. These axial codes include gender, socioeconomic status, teacher qualification, and class size. Unique Contribution to Theory, Practice, and Policy: While many of these studies have found students, teachers, and schools-related variables as predicting or affecting students’ mathematics achievement, comprehensive research into the specific factors within the identified variables is less researched.  This study will bridge this gap and contribute to the research and academic resources pool. Governments and other education stakeholders worldwide can use the findings from this study as a guide in making decisions and improving learners' academic standards.