Abari, M. T., & Akorr, M. A. (2021). The influence of study habits on secondary school students' interest in mathematics in Makurdi local government area of Benue state. International Journal of Research Publication and Reviews, 2(12), 332-335. https://ijrpr.com/uploads/V2ISSUE12/IJRPR2018.pdf    

Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8-15. https://doi.org/10.11648/j.ijeedu.20170602.11

Alorki, I., Tahiru, A.-W., & Tahiru, R. (2024). Exploring the impact of student attitude, parental involvement, and teacher competence on mathematics performance in selected schools in Northern Ghana. Journal of Mathematics and Science Teacher, 4(1), Article em056. https://doi.org/10.29333/mathsciteacher/14251

Amany, D. A. L., Puteri, A. A. I., & Karim, S. (2023). Analysis of the relationship between student interest and written communication in solving realistic mathematics problems. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 15-19.
https://doi.org/10.61650/dpjpm.v1i1.36

Amaral, D., Tomé, A. O., & Gonçalves, A. D. S. (2023). Factors affecting student’s interest in learning Mathematics. Journal of Education, Science, and Humanities, 4(1), 1-7. https://bit.ly/3W32jFc

Amoah, D., Bour, K. B., Boampong, S., & Arkoh, B. (2019). Using an improvised abacus to assist samproso M/A junior high school level one pupil to overcome the problem of place value concept in mathematics. International Journal of Scientific Research and Management, 7(6), 144-165. https://doi.org/10.18535/ijsrm/v7i6.m01

Andrini, V. S. (2016). The effectiveness of inquiry learning method to enhance students’ learning outcome: A theoretical and empirical review. Journal of Education and Practice, 7(3), 38-42. https://bit.ly/401ucyD

Anigbo, L. C., & Idigo, E. (2019). Factors affecting students’ interest in mathematics in secondary schools in Enugu state. Journal of Science and Computer Education, 3(3), 17-26. https://bit.ly/4032D86

Arthur, Y. D., Appiah, S. K., Amo-Asante, K., & Asare, B. (2022). Modelling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), Article em2168.  https://doi.org/10.29333/ejmste/12458

Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017a). Effect of instructor quality and availability on Ghanaian students’ interest in mathematics using regression and principal component analysis. Advances in Research, 11(5), 1-11. https://doi.org/10.9734/AIR/2017/34570

Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017b). Teacher-student variables as a predictor of students’ interest in mathematics: The use of stepwise multiple linear regression analysis. Asian Research Journal of Mathematics, 4(3), 1-11. https://doi.org/10.9734/ARJOM/2017/33544  

Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Enhancing performance in mathematics through motivation, peer-assisted learning, and teaching quality: The mediating role of student interest. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), Article em2072. https://doi.org/10.29333/ejmste/11509  

Arthur, Y. D., Oduro, F. T., & Boadi, R. K. (2014). Statistical analysis of Ghanaian students' attitude and interest towards learning mathematics. International Journal of Education and Research, 2(6), 661-670. https://bit.ly/4jb5HIm  

Asante, K. O. (2012). Secondary students’ attitudes towards mathematics. IFE Psychologia: An International Journal, 20(1), 121-133. https://www.ajol.info/index.php/ifep/article/view/74705

Awoniyi, F. C., & Butakor, P. K. (2021). The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective. Cogent Education, 8(1), Article 1908690. https://doi.org/10.1080/2331186X.2021.1908690

Azmidar, A., Darhim, D., & Dahlan, J. A. (2017). Enhancing students’ interest through mathematics learning. journal of physics: Conference series, 895, Article 012072.  https://doi.org/10.1088/1742-6596/895/1/012072

Azmidar, A., & Malasari, P. N. (2022). Using the concrete-representational-abstract approach to enhance students’ interest in mathematics refers to the primer mathematical skills. Jurnal Pendidikan MIPA, 23(3), 894-903. https://doi.org/10.23960/jpmipa/v23i3.pp894-903   

Berninger, V. W., Dunn, A., Lin, S. J. C., & Shimada, S. (2004). School evolution: Scientist-practitioner educators creating optimal learning environments for all students. Journal of Learning Disabilities, 37(6), 500-508. https://doi.org/10.1177/00222194040370060401

Bicer, A., & Lee, Y. (2019). Effect of STEM PBL embedded informal learning on student interest in STEM majors and careers. Journal of Mathematics Education, 12(1), 57-73. https://bit.ly/3BO2XzL  

Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998

Deci, E. L., & Ryan, R. M. (2009). Self-determination theory: A consideration of human motivational universals. In P. J. Corr & G. Matthews (Eds.), The Cambridge Handbook of Personality Psychology (pp. 441-456). Cambridge.  

Drobnic Vidic, A. (2023). Comparison of interdisciplinary connections between mathematics and other subjects through student-centered approaches. REDIMAT - Journal of Research in Mathematics Education, 12(1), 29-55. https://doi.org/10.17583/redimat.10178

Egara, F. O., & Mosimege, M. (2024a). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29, 8131-8150. https://doi.org/10.1007/s10639-023-12145-1

Egara, F. O., & Mosimege, M. (2024b). Effect of blended learning approach on secondary school learners’ mathematics achievement and retention. Education and Information Technologies, 29, 19863-19888. https://doi.org/10.1007/s10639-024-12651-w   

Galbraith, P. (2013). Students and real-world applications: Still a challenging mix. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, 1, 314-321. https://espace.library.uq.edu.au/view/UQ:309472

Ihendinihu, U. E. (2020). Comparative effects of mathematics laboratory resources on interest and achievement of students in mathematics. Rivers State University Journal of Education, 23(1&2), 51-67. https://bit.ly/3W1WdoE

Jega, S. H., & Julius, E. (2018). The effects of teachers’ academic qualification and experience on students’ achievement and interest in mathematics in Kebbi State. International Journal of Advanced Academic Research | Arts, Humanities and Education, 4(6), 15-29. https://bit.ly/4gCjx4M

Kiwanuka, H. N., Van Damme, J., Van Den Noortgate, W., Anumendem, D. N., Vanlaar, G., Reynolds, C., & Namusisi, S. (2017). How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis. School Effectiveness and School Improvement, 28(1), 1-21. https://doi.org/10.1080/09243453.2016.1201123

Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470. https://doi.org/10.2307/749801

Koross, R. (2016). The Student Teachers’ Experiences during Teaching Practice and Its Impact on their Perception of the Teaching Profession. IRA International Journal of Education and Multidisciplinary Studies, 5(2), 76-85.  https://doi.org/10.21013/jems.v5.n2.p3

Kose, E., & Yelken, T. Y. (2023). Investigation of the effect of using Web 2.0 supported plickers assessment method in mathematics course on students attitudes and motivations towards the course. I-Manager’s Journal of Educational Technology, 20(3), 15-28. https://doi.org/10.26634/jet.20.3.20173

Krimbill, E., Kearney, W. S., & Scott, L. (2022). The impact of recruiting and retaining teachers with advanced degrees on student learning. School Leadership Review, 16(2), Article 6. https://scholarworks.sfasu.edu/slr/vol16/iss2/6

Lazarides, R., & Ittel, A. (2012). Mathematics interest and achievement : What role do perceived parent and teacher support play ? A longitudinal analysis. International Journal of Gender, Science and Technology, 5(3), 207-231. https://bit.ly/40fXniN

Lean, J., Moizer, J., Derham, C., Strachan, L., & Bhuiyan, Z. (2020). Real-world learning: Simulation and gaming. In Morley, D. A., & Jamil, M. G., Applied pedagogies for higher education: Real world learning and innovation across the curriculum (pp.187-214). Palgrave macmillan. https://doi.org/10.1007/978-3-030-46951-1_9

Legault, L., & Inzlicht, M. (2013). Self-determination, self-regulation, and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105(1), 123-138. https://doi.org/10.1037/a0030426

Majerek, D. (2014). Application of geogebra for teaching mathematics. Advances in Science and Technology Research Journal, 8(24), 51-54. https://doi.org/10.12913/22998624/567

Meline, T. (2006). Selecting studies for systemic review: Inclusion and exclusion criteria. Contemporary Issues in Communication Science and Disorders, 33, 21-27. https://doi.org/10.1044/cicsd_33_S_21

Mensah, J. K., Okyere, M., & Kuranchie, A. (2019). Student attitude towards mathematics and performance: Does the teacher's attitude matter? Journal of Education and Practice, 4(3), 132-139. https://www.scirp.org/reference/referencespapers?referenceid=2470483

Modeste, S., Giménez, J., Lupiáñez Gómez, J. L., Carvalho e Silva, J., & Nguyen, T. N. (2023). Coherence and relevance relating to mathematics and other disciplines. In Y. Shimizu, & R. Vithal, Mathematics curriculum reforms around the world: The 24th ICMI study (pp. 151-172). Springer. https://doi.org/10.1007/978-3-031-13548-4_11

Muhammad, I., Angraini, L. M., Darmayanti, R., Sugianto, R., & Usmiyatun. (2023). Students’ interest in learning mathematics using augmented reality: Rasch model analysis. Edutechnium Journal of Educational Technology, 1(2), 89-99. https://bit.ly/4gUEBTN    

National Examination and School Inspection Authority. (2023). Reading allowed: Report on analysis of general education, TTCS, and TVET national examination results for (2019-2022). https://bit.ly/4fEpvkb

Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21^st-century skills in virtual learning environments. Creative Education, 5(9), 657-671. https://doi.org/10.4236/ce.2014.59078

Nzaramyimana, E., Mukandayambaje, E., Iyamuremye, L., Hakizumuremyi, V., & Ukobizaba, F. (2021). Effectiveness of GeoGebra towards students’ active learning, performance and interest to learn mathematics. International Journal of Mathematics and Computer Research, 9(10), 2423-2430. https://doi.org/10.47191/ijmcr/v9i10.05

Okeke, A. M., Egara, F. O., Orga, A. C., & Nzeadibe, A. C. (2023). Effect of symbolic form model on students’ interest in logic content of the mathematics curriculum. Pedagogical Research, 8(2), Article em0159.
https://doi.org/10.29333/pr/13077

Otoo, D., Iddrisu, W. A., Kessie, J. A., & Larbi, E. (2018). Structural model of students’ interest and self-motivation to learning mathematics. Education Research International, 2018, Article 9417109.  https://doi.org/10.1155/2018/9417109

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021).  (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Bmj, 372, Article n71. https://doi.org/10.1136/bmj.n71

Putra, W. D. P., & Setyaningrum, W. (2018). The effect of edutainment on students’ interest in learning mathematics. Journal of Physics: Conference Series, 1097, Article 012120. https://doi.org/10.1088/1742-6596/1097/1/012120

Riconscente, M. M. (2014). Effects of perceived teacher practices on latino high school students interest, self-efficacy, and achievement in mathematics. Journal of Experimental Education, 82(1), 51-73. https://doi.org/10.1080/00220973.2013.813358

Rwanda Education Board. (2015). Competence-based curriculum: Summary of curriculum framework pre-primary to upper secondary 2015. https://bit.ly/3DLRCAE

Sanchal, A., & Sharma, S. (2017). Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context. Teachers and Curriculum, 17(1), 89-99. https://doi.org/10.15663/tandc.v17i1.151

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM–Mathematics Education, 55, 249-267. https://doi.org/10.1007/s11858-022-01463-2

Serin, H. (2016). Investigating the role of interactive whiteboard technology in learner engagement and achievement in the mathematics classroom. Journal of Education in Black Sea Region, 1(2), 141-147.  https://doi.org/10.31578/jebs.v1i2.25

Serin, H. (2023). The role of technology in mathematics education: Promoting student achievement. International Journal of Social Sciences and Educational Studies, 10(2), 390-395. https://bit.ly/40ivWVV

Shyiramunda, T., Bavugirije, F., & Bizimana, B. (2020). The effect of unqualified teachers on students’ academic performance at Rusoro secondary school of Gakenke district, Rwanda. International Journal of All Research Writings, 2(2), 1-10. https://bit.ly/3W2xOPW

Sinay, E., & Nahornick, A. (2016). Teaching and learning mathematics research series I : Effective instructional strategies  (Research Report No. 16/17-08). Toronto District School Board. https://bit.ly/41ZlSSO

Siregar, N. C., Rosli, R., & Nite, S. (2023). Students’ interest in science, technology, engineering, and mathematics (STEM) based on parental education and gender factors. International Electronic Journal of Mathematics Education, 18(2), Article em0736. https://doi.org/10.29333/iejme/13060

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), Article 10113. https://doi.org/10.3390/su122310113  

Towse, J., & Saxton, M. (2022). Mathematics across national boundaries: Cultural and linguistic perspectives on numerical competence. In C. Donlan (Ed.), The development of mathematical skills (pp. 129-150). Psychology Press.
https://doi.org/10.4324/9781315784755-8

Udeh, I. J., Edeoga, B. O., & Okpube, N. M. (2018). Programmed instructional method of teaching on students interest in mathematics. International Research Journal of Mathematics, Engineering and IT, 5(1), 1-15. https://bit.ly/4iW74KL

Ukobizaba, F., Ndihokubwayo, K., & Uworwabayeho, A. (2020). Teachers’ behaviours towards vital interactions that attract students ’ interest to learn mathematics and career development. African Journal of Educational Studies in Mathematics and Sciences, 16(1), 85-94.  https://doi.org/10.4314/ajesms.v16i1.7

Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment strategies for enhancing students’ mathematical problem-solving skills: A review of literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), Article em1945. https://doi.org/10.29333/ejmste/9728

Umuhoza, C., & Uworwabayeho, A. (2021). Teacher’s use of instructional materials in teaching and learning mathematics in rwandan primary schools. African Journal of Teacher Education, 10(2), 1-16. https://doi.org/10.21083/ajote.v10i2.6659

Uworwabayeho, A., Nsengimana, T., Mutarutinya, V., Gafiligi, C. U., Vande Walle, S., & Peeraer, J. (2021). Mathematics teachers professional development perceived to improve instruction and learning outcomes in Rwanda. In K. Luneta, Mathematics Teaching and Professional Learning in sub-Sahara Africa (pp. 151-165). Springer. https://doi.org/10.1007/978-3-030-82723-6_10 

Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2020). GeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature. African Journal of Educational Studies in Mathematics and Sciences, 16(1), 1-13. https://doi.org/10.4314/ajesms.v16i1.1

Vasquez, A. G., & Vasquez, A. R. G. (2022). Parental involvement and students’ attitude : It’s influence on students’ achievement in mathematics in the modular distance learning. International Journal of Science, Engineering and Technology, 10(1), 1-9. https://bit.ly/424z1d8

Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232-243.  https://doi.org/10.1080/10494820.2020.1770801

Whitney-Smith, R., Hurrell, D., & Day, L. (2022). The role of mathematics education in developing students’ 21st century skills, competencies and STEM capabilities. In  C. Attard, D. Clarke, & T. Ingram (Eds.),  Proceedings of the 44th annual conference of the Mathematics Education Research Group of Australasia (MERGA) (pp. 554-561). MERGA. https://researchonline.nd.edu.au/edu_conference/137/  

Widyastiti, M., Yanti, Y., Sumarsa, A., & Faizah, L. D. (2024). Utilization of Geogebra application as learning media in learning the three-dimensional to increase students’ interest in learning. Hipotenusa: Journal of Mathematical Society, 6(1), 1-11. https://doi.org/10.18326/hipotenusa.v6i1.815

Yeasmin, M. (2017). Mathematics is everywhere-Connecting with other disciplines. International Journal of Applied Research, 3(6), 750-754. https://bit.ly/4j25XZS

Young, J., Gorumek, F., & Hamilton, C. (2018). Technology effectiveness in the mathematics classroom: A systematic review of meta-analytic research. Journal of Computers in Education, 5, 133-148. https://doi.org/10.1007/s40692-018-0104-2