The document reviews literature on the impact of financial aid on student persistence, academic performance, and financial capacity, emphasizing the critical role financial assistance plays in promoting higher education access, particularly for marginalized students in the Philippines. It highlights that grants positively influence student persistence and academic success compared to loans, while also noting various difficulties faced by financial aid beneficiaries. The study suggests that robust financial aid programs can alleviate stress related to educational costs and help improve graduation rates.

1. 18
18
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presented the different readings which deemed
important and related to the present study.
Related Literature
These serve as links between the readers and the studies already
done, tells about aspects that have been already established or
concluded by other authors and also give chances to appreciate the
evidences that have already been collected by previous researches, and
projects the current research work in the proper perspective.
The following are the selected related literatures:
Impact of Financial Aid on Student Persistence
Academic persistence has been extensively studied in the literature and
many researchers have tried to understand this phenomenon by
identifying its determinants, Burrus et al., (2013). Persistence in the first

2. 19
year at university is a phenomenon that has been studied many times.
However, most researches have taken a very linear view of the
persistence process and little research has attempted to understand
persistence by taking into account its full complexity. Yet the process of
academic persistence is punctuated by striking events and critical
moments that may interact with the characteristics of the student and his
environment and then have some influence on persistence (Roland et al.,
2016).
On the study of Hossler et al. (2009), financial aid has positive effect on
persistence even if its effect is small and indirect. Confirmation on their
review demonstrates that all forms of grants, in most instances, have a
positive influence on student persistence. Whether big or small, the
effects of financial aid on persistence have shown a more positive impact
than loans. It reveals on their study that loan programs have a small or
negligible impact on persistence from year to year and debt has a
negative effect on persistence. So, if the main objective of policy goals of
financial aid is to enhance student persistence, loans are a poor vehicle
for attaining this because loan has to be paid.

3. 20
Impact of Financial Aid in Students Academic Performance
Over the years, our government is committed in promoting education
in our country as it is the policy of the state to protect and promote the
welfare of Filipino students. According to the 1987 Constitution, the
Government shall prioritize education, with the aim of fostering patriotism
and nationalism, accelerating social progress, and promoting total human
liberation and development; thus, lawmakers are proposing different
policies and programs like financial aid that can help the Filipino students
to finish their degree in college especially those in the marginalized sector
because academic success, particularly graduation rates, is a measure of
the accountability factor for many policy makers (Tollefson, 2009).
Scholarship awards plays an important role on student post-
secondary opportunities and success. The relationships between financial
aid awards, student college choice, and student engagement in college
activities should be reasonably sound, Hu (2010). On his study, findings
reveal an interesting and important pattern in the relationships among
scholarship awards, student college choice, and student engagement in
college activities. Financial aid awards have a substantial influence on
student college choice which meet student needs after expected family

4. 21
contribution. Moreover, financial aid awards indirectly promote student
engagement in college activities, academically and socially. The student
scholarship support could enable students to be more actively engaged
in academic and social and community activities in college, this mainly
through indirect influence of the scholarship awards.
Impact of Financial Aid in Students Financial Capacity
Financial assistance contributes significantly to higher education in
the form of subsidy to its participants, Avery (2014). It comes in many
forms in which students may be eligible to realize financial assistance but
the primary purpose of this is to serve as a bridge to support students and
their parents in filling the gap between what they can able to provide
financially to ensure the cost of attendance in higher education.
Among Filipino students, a possible source of stress relates to
financial difficulties that their family’ experience, Bernardo and
Resurreccion (2018). Due to the increasing price of the commodities,
utilities and other basic services, it is hard for a family who’s earning
below the minimum wage or without regular work to send their children to
college. Even the students are academically prepared, still, the first
consideration is the cost that they need for college. However,

5. 22
Commission on Higher Education (CHED) ensures that HEIs meet the
guidelines provided by law, especially the requirement of consultation, the
proper allocation of tuition fees, and strict adherence with the processes
that seek to make tuition and other school fee increases transparent,
reasonable and affordable (Rappler, 2017).
Problems Encountered by Financial Aid Beneficiaries
Silfverberg and Orbeta (2016) discussed the Review and
Assessment of the Students Grants-in-Aid Program for Poverty
Alleviation (SGP-PA) and Expanded SGP-PA. This program is a new
initiative of the Philippine government to provide poor but capable
students with access to higher education. It aims to increase the number
of higher education graduates among poor households through direct
provision of financing for their education in selected SUCs. The SGP-PA
has two important features that make it different from any other grant-in-
aid programs: (1) it is well targeted to identified poor households and (2)
the grant is sufficient to cover all regular education expenses including
living allowance.
Furthermore, study of Halili (2014) pointed out that the Students
Grants-in-Aid Program for Poverty Alleviation (SGP-PA) has five

6. 23
weaknesses which includes: no provision on transparency in the
implementation of scholarships and grants; no provision on conflict of
interest; no provision on conduct of impact assessment; no sanctions or
incentives for administrators and monitors of program; and no stipulation
of pass/fail criteria. This study targets to examine the existing design and
processes of student grants and loans and to identify the strengths and
weaknesses on the control mechanism of student grants.
The returns to tertiary education on the individual and the society
Tertiary education is generally associated with higher earnings and
employability. In the last two decades of the twentieth century, there was
a strong shift in labour demand towards highly-skilled workers in the
majority of industrialised countries. This was mostly driven by a
technological change bias towards highly skilled tasks and by employers
seeming to be increasingly demanding workers with graduate
qualifications (Woessmann 2006). Boarini and Strauss (2007) estimate
the employability premium from tertiary education relative to upper
secondary education and find an average value of roughly two
percentage points. Biagi and Lucifora (2008) study the impact of

7. 24
education on unemployment using data from Labour Force Surveys for
10 EU countries and conclude that higher educational attainment
(measured by the share of those with more than primary education)
reduces unemployment rates, both for less educated and (especially) for
more educated groups.
The economic impact of education on the individual This section
covers all education levels and examines the returns to the individual, or
private returns. Traditional human capital theory stresses the central role
of education (see Psacharopoulos and Patrinos, 2004, for a review of the
work by Becker, 1964, Schultz, 1971 and Mincer, 1974). The main idea is
that education by an individual can be regarded as an investment in
human capital. Similarly, training or medical treatment are investments in
human capital. As any investment, the investment in human capital
entails costs and yields future benefits, and an internal rate of return to
the investment can be calculated. Costs cover direct expenditure and the
opportunity cost of the student's time, notably the foregone earnings as
the student is not working. The investment is expected to yield future
benefits to the individual, in terms of higher productivity, which will
command higher earnings, and also the quality of his or her employment
as educated workers tend to have higher wages, greater employment

8. 25
stability, and greater upward mobility in income, relative to less-educated
workers (Mincer, 1993). Just as with all investments, the outcome is
subject to considerable uncertainty, especially at the individual level.
Tertiary Educational Subsidies;
Financial aid plays and important role in life of every students who
availed on it, through this program lot of students able to finish their
studies and it makes their journey are less stress and easy.
Impact of Financial Aid on student Persistence Academic
persistence has been extensively studied in the literature and many
researchers have tried to understand this phenomenon by identifying its
determinants, Burrus et al., (2013). One phenomena that has been
extensively researched is persistence during the first year of college. Yet,
few studies have attempted to comprehend persistence by taking into
account its complete complexity, with the majority of studies taking a
highly linear approach to the persistence process.However, the process
of academic persistence is interrupted by startling occurrences and
crucial moments that may interact with a student's personality and his
environment to some extent and affect persistence (Roland et al., 2016)

9. 26
financial aid has positive effect on persistence even if its effect is small
and indirect. Confirmation on their review demonstrates that all forms of
grants, in most instances, have a positive influence on student
persistence. Whether big or small, the effects of financial aid on
persistence have shown a more positive impact than loans.
It reveals on their study that loan programs have a small or
negligible impact on persistence from year to year and debt has a
negative effect on persistence. So, if the main objective of policy goals of
financial aid is to enhance student persistence, loans are a poor vehicle
for attaining this because loan has to be paid.
The Philippines strongly believes that education is the best means of
achieving social mobility, Development, and Catalan (2012). It is also
seen as a vehicle for change and a tool for socioeconomic and political
advancement. Every student is motivated by this idea to complete his or
her coursework and get a respectable career as soon as possible after
graduating from college. This supports the notion that a college education
may increase annual earnings while also enhancing social relationships,
job satisfaction, and family and financial stability (Hout, 2012). The high
number of students seeking scholarships or grants-in-aid, according to
CHED Chairman J. Prospero De Vera III, indicates that many of our

10. 27
youngsters want to attend college or university to complete their
education (philstar.com).
However, recently, the Philippine educational system was faced with
several issues that need to be addressed in order to improve the delivery
of education to the greatest number of the population. This situation
measures the students’ persistence and hard work to finish their college
degree despite poverty and other challenges in life, Durban and Catalan
(2012). Financial aid could influence collegiate success in both direct and
indirect ways. Directly, financial aid could help defray tuition and other
expenses, thus making persistence from one term to the next feasible.
However, financial aid could have additional indirect effects by influencing
some of the factors known to be related to student success
(www.academia.edu).
On the study of Chen &DesJardins(2008), which seeks to
understand whether student aid mediates the relationship between
parental income and student dropout behavior in United States, they
found out and confirmed that there is a gap in dropout rates for low-
income students as compared with their upper income peers, and
suggests that some types of aid are associated with lower risks of
dropout. The interaction between financial aid type and parental income

11. 28
may reduce the dropout gap by income level group. The study also found
out that the receipt of a student subsidy is related to narrowing the
dropout gap between students from low- and middle-income groups.
Financial aid is one of the elements that affects a student's decision
to drop out of school, according to a different study by Chen and
DesJardins (2010). This study demonstrates that subsidized loans have a
favorable impact on student retention, along with merit-based and need-
based aid, but unsubsidized loans have a negligible or insignificant
impact. Another important finding on their study is that financial aid has
differential effects on student dropout risks across racial groups. Thus, it
suggests important implications for national financial aid policy-making.
Ganem and Manasse (2011) stated that success in higher education is
commonly defined by a student’s persistence, progression, and timely
graduation. Institutional scholarships significantly impacted student
success across all measures: hours attempted, hours earned, and
graduation within six years of entry. Students receiving merit-based
scholarships were more likely to succeed than those not receiving aid
may reflect that scholarship recipients are more highly motivated and
therefore more likely to succeed.

12. 29
Impact of Financial Aid in Students Academic Performance Over
the years, our government is committed in promoting education in our
country as it is the policy of the state to protect and promote the welfare
of Filipino students. According to the 1987 Constitution, the Government
shall prioritize education, with the aim of fostering patriotism and
nationalism, accelerating social progress, and promoting total human
liberation and development; thus, lawmakers are proposing different
policies and programs like financial aid that can help the Filipino students
to finish their degree in college especially those in the marginalized sector
because academic success, particularly graduation rates, is a measure of
the accountability factor for many policy makers (Tollefson, 2009).
Scholarship awards plays an important role on student post-
secondary opportunities and success. The relationships between financial
aid awards, student college choice, and student engagement in college
activities should be reasonably sound, Hu (2010). On his study, findings
reveal an interesting and important pattern in the relationships among
scholarship awards, student college choice, and student engagement in
college activities. Financial aid awards have a substantial influence on
student college choice which meet student needs after expected family
contribution. Moreover, financial aid awards indirectly promote student

13. 30
engagement in college activities, academically and socially. The student
scholarship support could enable students to be more actively engaged in
academic and social and community activities in college, this mainly
through indirect influence of the scholarship awards. Academic
performance is always a concern of every college and university
particularly of the students.
The student success statistics are commonly regarded as primary
indicators of institutional performance. They have come to reflect the
overall quality of student learning and intellectual involvement; how well
integrated students are in campus life; and how effectively a campus
delivers what students expect and need (Levitz, 2008).
The academic achievement of any student is the result of a
complex interplay of various factors, such as study habits, personality
trait, and personal interest of student as well as teaching skills of
concerned faculty, Arora & Singh (2017). The students’ performance
(academic achievement) plays an important role in producing the best
quality graduates who will become great leaders and manpower for the
country thus responsible for the country’s economic and social
development (Ali, et al. ,2009). Various studies were made concerning
the effect or impact of financial assistance to the students specifically on

14. 31
their academic performance. In the study of Yutong (2013), the analysis
shows that the mean Grade Point Average score of the receivers of
financial aid is higher than that of the non-receivers, even if they are from
different social and economic backgrounds. These results show that
financial aid does have influence on student GPA, and they support the
notion that need-based financial aid should have a positive effect on the
outcomes of low-income students and could ultimately encourage them to
have higher achievement. Once they receive the financial aid (and it does
not matter when they acquired the financial aid), they earned a higher
GPA and thus became good students.
According to the study of Li (2014) on Investigating the Impact of
Financial Aid on Four-year College Enrollment among College-Qualified
Students", grants, loans, and work-study, as well as the amount of
financial aid are significantly positively associated with 4-year college
enrollment for college-qualified students. The impact of grants, loans, and
work-study indicates that increased availability of financial aid may
remove financial barriers to access to four-year colleges for
collegequalified students. Therefore, institutional administrators and
financial aid policy makers should ensure sufficient aid are maintained for
these student aid programs, if improving the four-year college enrollment

15. 32
is the priority. With the same scope of study, it is also found out that the
self-sponsored students in Nigeria are more satisfied with their academic
performance than those that get their money either from their parents or
from a scholarship fund. It was also discovered adequacy of the money
affects student’s academic performance. Student’s satisfaction on
financial aid improved academic performance depends on source of
finance (Nnamani,et al., 2014).
Finances affect academic achievement, because academic effort
is part of the sequence of decisions that leads to persistence. College
students often experience financial stress for various reasons. Financial
stressor have had negative impact on the student’s academic
performance or progress, Trombitas (2012). It also indicates that need-
based aid and merit-based aid both have positive effects throughout
college, and thus, colleges may be able to use financial policy levers to
increase academic achievement (Stater, 2009).
Impact of Financial Aid in Students Financial Capacity Financial
assistance contributes significantly to higher education in the form of
subsidy to its participants, Avery (2014). It comes in many forms in which
students may be eligible to realize financial assistance but the primary
purpose of this is to serve as a bridge to support students and their

16. 33
parents in filling the gap between what they can able to provide financially
to ensure the cost of attendance in higher education. Among Filipino
students, a possible source of stress relates to financial difficulties that
their family’ experience, Bernardo and Resurreccion (2018). Due to the
increasing price of the commodities, utilities and other basic services, it is
hard for a family who’s earning below the minimum wage or without
regular work to send their children to college. Even the students are
academically prepared, still, the first consideration is the cost that they
need for college.
The Commission on Higher Education (CHED) ensures that HEIs
meet the guidelines provided by law, especially the requirement of
consultation, the proper allocation of tuition fees, and strict adherence
with the processes that seek to make tuition and other school fee
increases transparent, reasonable and affordable (Rappler, 2017). The
increase in the cost of higher education, the decrease in the real median
income, and the increase in student’s debt are all problems that are often
discussed not only by students and parents, but also by political leaders
and economic policymakers, Bennet, etal. (2015). This is the basic
consideration of the lawmakers in pushing different programs and policies
that will address the financial burden of the students because they

17. 34
believe that financial assistance can ease the burden of the students
especially those who belong to the marginalize sector. Although many
college students feel optimistic about their financial future and think their
higher education is a worthwhile investment, most of them are worried
about money and if they can pay their tuition, Dalas (2015).
In a national survey where 19,000 undergraduate students from 52
colleges and universities across the United States, the researchers found
out that 70 percent of those polled are stressed about their finances, and
almost 60 percent are concerned about being able to pay forschool. The
money troubles don't end there. The national survey also found that 50%
of college students are worried about paying their monthly bills. In some
cases, this financial pressure interfered with their education. Of the
students surveyed, 32% reported neglecting their studies at least
sometimes because of the money they owed. Three out of 10 students
had to reduce the number of classes they took, 16% had to take time off
and 13% had to transfer to another school because of the money they
owed.
Today’s reality, before you decide on which college to attend, you
have to come up with a way to pay for it, and to this end, families are
relying on financial aid to cover the cost, Dickler (2019). Financial aid

18. 35
helps students and their families pay for college by covering higher
education expenses, such as tuition and other fees, room and board,
books and supplies, and transportation (Powell, 2018).
Problems Encountered by Financial Aid Beneficiaries Silfverberg
and Orbeta (2016) discussed the Review and Assessment of the
Students Grants-in-Aid Program for Poverty Alleviation (SGP-PA) and
Expanded SGP-PA. This program is a new initiative of the Philippine
government to provide poor but capable students with access to higher
education. It aims to increase the number of higher education graduates
among poor households through direct provision of financing for their
education in selected SUCs.
The SGP-PA has two important features that make it different from
any other grant-in-aid programs: (1) it is well targeted to identified poor
households and (2) the grant is sufficient to cover all regular education
expenses including living allowance. In their study, they quoted that some
of the recurring issues brought up by the SUCs in terms of bottlenecks,
programmatic and implementation issues such as compromising
university regulations in order to accommodate the grantees, lack of staff
for program management and capacity to handle additional problems,

19. 36
academic difficulties experienced by grantees, health concerns of the
grantees, and budget allocation for out-of-term scholastic activities.
Furthermore, study of Halili (2014) pointed out that the Students
Grants-in-Aid Program for Poverty Alleviation (SGP-PA) has five
weaknesses which includes: no provision on transparency in the
implementation of scholarships and grants; no provision on conflict of
interest; no provision on conduct of impact assessment; no sanctions or
incentives for administrators and monitors of program; and no stipulation
of pass/fail criteria. This study targets to examine the existing design and
processes of student grants and loans and to identify the strengths and
weaknesses on the control mechanism of student grants.
Student Financial Assistance Programs (StuFAPs) of the
government has fiscal issues, Catibog (2014). In her study from
Philippine Institute for Development Studies, she emphasized the
weakness of financial controls of different government agencies which
caused the delay of benefits of the students scholars. Among others, she
said that the STuFAPs, which cover public scholarships, grants-in-aid,
and student loans, do not fit well with national schedules in terms of fund
release. General Appropriations Act covers one fiscal year January to
December and the academic year of HEIs which is June to May are not in

20. 37
sync. In the study of Asuncion &Tullao Jr. (2018), they presented some
issues of the UniFAST Act. According to them, although the existing IRR
of the UniFASTAct provided positive features, there are also some issues
that need to be addressed such as its need for an appropriate
management that will implement the program, the Act only provided the
responsibilities of the not yet identified management of the program, and
it did not provide a sophisticated process flow from the application up to
the repayment of the loan that will guide potential students to avail the
program. Addressing these issues might improve the implementation of
the UniFAST act. Given the critical role higher education plays in both
individual economic success and the public good, increasing college
access should be a major goal of the government.
Financial aid programs to expand college access could be
improved by simplifying processes and favoring grants over loans and
need-based rather than merit-based criteria. Long (2010). Trends in
Student Aid does not attempt to evaluate student aid programs or
policies; rather, it provides detailed information that can inform
policymakers, researchers, and others in their efforts to assess and
improve the effectiveness of student aid (Baum & Payae, 2011). The
working paper of Dynarski and Clayton (2013), discussed four major

21. 38
lessons that can be taken from the research on financial aid
effectiveness, drawing primarily on experimental and quasi-experimental
analyses. First, money matters for college access as well as grant
assistance affects not only the students’ attendance in college but also
their choice where to enroll. Second, program complexity undermines aid
effectiveness; they concluded that aid matters for college enrollment and
does not imply that all aid programs are equally effective. Third, academic
incentives appear to augment aid effectiveness,

22. 39
Related Studies
Assessment of Student Financial Assistance Programs
(StuFAP) Policies, Procedures and Control Mechanisms. This study
targets to examine the existing design and processes of student grants
and loans and to identify the strengths and weaknesses on the control
mechanism of student grants. A look into the present procedures and
control mechanisms of policies concerning scholarships and grants-in-aid
is an imperative measure when seeking to reform the delivery of higher
education in the country. This can shed light on the reasons why the
administration of a public good is efficient or inefficient. Though, the funds
for these scholarship programs and grants are expended in the spirit of
charity and altruism for the poor and deserving, they are nonetheless
from the government and thus, from the taxpayers’ pockets. This makes
scholarship funds and other subsidies no different from ordinary
government procurement that should be expended in a transparent,
accountable, and cost-efficient manner ensuring that every centavo is
going where it should.
Undergraduate, graduate, and post-graduate scholarships and
grants-in-aid (GIAs) implemented by National Government Agencies
(NGAs) are generally guided by policies and guidelines for the

23. 40
administration and monitoring of the said subsidies through laws,
implementing rules and regulations (IRRs), and department issuances.
However, testing is not widely observed by all agencies to ensure that the
student is ready and able to complete tertiary education. More
importantly, the result of this study shows much can be improved in the
institutionalization of policies that would strengthen transparency, and
accountability and would reduce conflict of interest and vulnerabilities to
unethical behavior.
Evaluation of Unified Student Financial Assistance System
in Tertiary Education (UniFAST) in Addressing Capital Market
Imperfection in the Philippines.The importance of investing in higher
education cannot be overemphasized. It can affect individuals’ income as
well as the nations’ progress in terms of the quality of its labor force.
However, the participation rate in the Philippines in higher education over
several decades has remained relatively stagnant compared with our
neighboring countries like Thailand and Korea. Part of the reason for the
low participation rate can be attributed to poverty issues as well as the
financing problems of the able students who lack sufficient funds to cover
the cost of education. Individuals and even organizations always seek the
help of capital markets to address such issues of inadequate funds.

24. 41
However, the capital market is not perfect. One cannot use his/her skill or
promise for the rendition of service in the future as a form of collateral in
exchange of borrowing funds. This is the very reason why the
government enacted the Unified Student Financial Assistance System for
Tertiary Education Act (R.A. No. 10687) or UniFAST last May 11, 2016. It
aims to allow citizens full access to quality education by providing
adequate funding and to increase the participation rate in tertiary
education.
Assessment on the Implementation of Unified Student
Financial Assistance System for Tertiary Education (UniFAST):
Basis for a Proposed Action.This study aims to assess the initial
implementation of Tertiary Education Subsidy (TES) under the "Universal
Access to Quality Tertiary Education Act" (RA 10931) implemented by the
UniFAST Board. With the use of descriptive approach and quantitative
type of research, this study targets to identify the impact of TES on the
students’ persistence, academic performance, and financial capacity, it
also attempts to find out the problems encountered on its implementation
among the beneficiaries from different Higher Education Institutions
(HEIs) in the 4th Congressional District of Quezon Province. With the use
of self-made questionnaire validated by the three experts on this field of

25. 42
study and answered by the respondent beneficiaries, this study found out
that the TES program has a positive effect on student’s persistence to
finish their college degree. It also helps them to engage and focus on
their lessons and different school activities that contribute to their good
academic performance.
Furthermore, the amount of money that the TES provided to the
students enables them to support their educational needs and relieve
student’s financial burden in school. This study also revealed that the
initial implementation of TES program has a serious problem experienced
by most of the beneficiaries. Based from the result of the study, the
researcher established a comprehensive action plan that will support the
TES program to further improve its implementation. This Action Plan can
create a significant impact to bridge the gap between the objective of its
Implementing Rules and Regulations and its actual implementation.
 (University
Queenslan
 Cavanagh,
Using a gra
calculator t

26. 43
mathematic
Studies of s
and teache
learning.
(Macquarie
University)
 Dandaver,
Computer a
mathematic
learning in
education i
New Guine
(Monash U
 Debowski,
design,
implementa
evaluation
12 values
component
incorporatio

27. 44
the mathem
curriculum.
University)
 Dwyer, T. I
differences
learning fro
worked exa
by senior s
mathematic
students.
(Queenslan
University o
Technology
 Forster, P.
Teaching, l
and the use
graphics ca
in topics on
in year 11

28. 45
mathematic
(Curtin Univ
 Handal, B.
Teachers'
mathematic
beliefs and
practices in
teaching an
learning
thematically
1996 Stage
Standard C
(University
Sydney)
 Heirdsfield,
Mental
computatio
identificatio
associated
cognitive,

29. 46
metacognit
affective fa
(Queenslan
University o
Technology
 Hosking, P
Investigatio
current feed
practices a
underlying
influences o
senior math
teacher.
(Queenslan
University o
Technology
 Howard, P.
about the n
and learnin
mathematic

30. 47
years 5 and
voices of A
children, pa
Aboriginal
educators a
teachers.
(University
Western Sy
 Jacob, L. T
developme
multiplicativ
thinking in p
school child
(Murdoch
University)
 Kendall, M.
Teaching a
learning
introductory
differential

31. 48
with a comp
algebra sys
(University
Melbourne)
 Margianti, E
Learning
environmen
mathematic
achieveme
student atti
among univ
computing
in Indonesi
University)
 Marr, B. En
mathematic
discourse :
of small gro
interactions
adult nume

32. 49
classroom.
University)
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Predictors o
performanc
arithmetic i
middle yea
primary sch
(University
Melbourne)
 Pierce, R.
exploration
algebraic in
and effectiv
computer a
system. (Un
of Melbourn
 Price, P. T
developme
Year 3 stud

33. 50
place-value
understand
Representa
and concep
(Queenslan
University o
Technology
 Schofield, J
evaluation
instructiona
program de
to teach
mathematic
children wit
learning dif
(Macquarie
University)
 Smith, R.
Professiona
developme

34. 51
organizatio
primary
mathematic
teachers: E
connection
beliefs and
(Monash U
 Treacy, K.
Children's
developing
understand
quantity an
number as
representat
quantity. (M
University)
 Truran, J.
teaching an
learning of
probability,

35. 52
special refe
South Aust
schools fro
1994. (Univ
Adelaide)
 Van Deur, P
Children's
knowledge
problem so
the key
competenc
(Flinders U
 Vale, C. G
and compu
based math
in selected
secondary
classrooms
(LaTrobe
University)

36. 53
 Wotley, S.
Immigration
mathematic
education o
decades:
Responses
Australian
mathematic
educators t
ethnically d
classroom.
(Monash U
2000
 Anderson,
investigatio
primary sch
teachers’ p
solving beli
practices in

37. 54
mathematic
classrooms
(Australian
University)
 Bates, P.
Motivation
attitudes to
mathematic
learning of
in transition
primary to
secondary
(Australian
University)
 Caton, C. A
investigatio
social cons
approach to
developing
fraction and

38. 55
cent ideas
year six an
levels, utilis
instructiona
(Griffith Un
 Chandran,
use of grap
calculators
secondary
mathematic
department
(University
Melbourne)
 Clarke, L.
classmates
study of tal
mathematic
students le
via Telema

39. 56
(Edith Cow
University)
 Faull, D. C
theory in th
teaching of
algebraic p
solving. (Un
of New Sou
Wales)
 FitzSimons
Mathematic
Australian
vocational
education a
training sec
Technologi
power in pr
(Monash U
 Goos, M. A
metacognit

40. 57
activity in a
classroom
community
mathematic
inquiry (Un
of Queensl
 Ireland, D.
implementa
collaborativ
interactive
mathematic
classroom
environmen
(Curtin Univ
 Kota, S. T
implementa
collaborativ
interactive
mathematic
classroom

41. 58
environmen
(Curtin Univ
 Malatt, D.
A question
validity. (Un
of Melbourn
 Majeed, A.
Classroom
environmen
student sat
in lower sec
mathematic
Brunei Daru
(Curtin Univ
 Meaney, T.
ethnograph
study of a
community
negotiated
mathematic

42. 59
curriculum
developme
project. (U
of Auckland
 Mulraney, R
Policies,
infrastructu
mathematic
programs in
Victorian st
primary sch
1991-1992.
(University
Melbourne)
 Menzel, B.
Teachers
interpreting
(University
Melbourne)

43. 60
 Mwakapen
Using every
experience
teaching se
mathematic
Malawi: Po
and constra
change. (D
University)
 Nothdurft, L
Teaching fo
autonomy i
secondary
mathematic
(Queenslan
University o
Technology
 Rawlins, P.
Acceleratio
mathematic

44. 61
Students'
perspective
(Massey Un
 Slater, S.
Transaction
analysis,
interperson
behaviour a
science and
mathematic
outcomes:
study in a N
Zealand sc
(Curtin Univ
 Sparrow, R
professiona
developme
beginning t
of primary

45. 62
mathematic
Cowan Uni
 Tan, K.
Developme
application
diagnostic
instrument
evaluate se
students'
conception
qualitative a
(Curtin Univ
 Walta, C. M
worlds
programmin
mathematic
problem so
teaching fo
transfer: A
long classro

46. 63
study. (Univ
Melbourne)
 White, A. T
action theo
the upper p
mathematic
classroom.
(University
Sydney)
 Williams, G
Collaborativ
problem so
mathematic
nature and
of task com
(University
Melbourne)
1999

47. 64
 Dole, S. Pe
knowledge
effective te
for learning
relearning a
unlearning.
(Queenslan
University o
Technology
 Forbes, S.
Measuring
education
outcomes:
ethnic diffe
mathematic
(Curtin Univ
Technology
 Gordon S.
Understand
students le

48. 65
statistics : a
activity theo
approach.
 Hollingswo
Teacher
professiona
A study of p
teachers in
mathematic
professiona
developme
(Deakin Un
 Milton, K. S
understand
the mathem
equality an
inequality r
A developm
approach.

49. 66
University o
Technology
 Norton, S. E
secondary
mathematic
teachers' re
for avoiding
of compute
teaching.
(Queenslan
University o
Technology
 Mohandas,
Mathematic
science
achieveme
junior seco
school stud
Indonesia.

50. 67
University o
Australia)
 Morgan, G.
analysis of
nature and
of mental
computatio
primary
mathematic
curricula.
(Queenslan
University o
Technology
 Nair, C. Tr
from senior
secondary
education :
learning
environmen
perspective

51. 68
University o
Technology
 Pardjono. T
implementa
student act
learning in
mathematic
Indonesia.
University)
 Spyker, G.
upper seco
school mat
curriculum
Western Au
from 1950-
implementa
evaluation.
University o
Technology

52. 69
 Turner, J.
the Logo
programmin
language a
software to
constructivi
learning wit
post-primar
mathematic
environmen
techne-acti
research st
(Monash U
 Welna, B. T
nature of er
their signific
learning an
teaching
mathematic

53. 70
(Murdoch
University)
 White, A. T
action theo
the upper p
mathematic
classroom.
(University
Sydney)
 Williams, A
Students'
understand
hypothesis
in introduct
tertiary-letic
(Queenslan
University o
Technology