Academic, Psychological, and Educational Factors Associated with Mathematics Comprehension among Students of the College of Science at Al-Nahrain University

Atewi, Adwea Naji; Mohammad, Huda Abd Alrazzaq; Khalaf, Eman Khalid

doi:10.37653/juah.2026.169100.1413

	Academic, Psychological, and Educational Factors Associated with Mathematics Comprehension among Students of the College of Science at Al-Nahrain University
Journal of University of Anbar for Humanities
Volume 2026, Issue 3, September 2026, Pages 787-746 PDF (4.66 M)
Document Type: Research Paper
DOI: 10.37653/juah.2026.169100.1413
Authors
Adwea Naji Atewi^* ¹; Huda Abd alrazzaq mohammad²; Eman Khalid Khalaf³
¹Al-Nahrain University
²Department of Mathematics and Computer Applications, collage of Sciences, Al-Nahrain University, Jadriya, Baghdad, Iraq
³Department of Mathematics and Computer Applications, Collage of Sciences, Al-Nahrain University, Jadriya, Baghdad, Iraq
Abstract
Aims: Mathematics is one of the fundamental subjects taught in Colleges of Science. However, a considerable proportion of students in non-mathematics specializations encounter difficulties in understanding and comprehending its abstract concepts. These difficulties are associated with a range of educational, psychological, and environmental factors that may directly or indirectly affect students’ academic achievement. The present study aimed to identify the most important academic, psychological, and educational factors associated with the level of mathematics comprehension among students in non-mathematics departments at the College of Science, Al-Nahrain University, and to examine the nature of the difficulties they encounter in understanding abstract mathematical concepts and principles. The study also sought to determine the extent to which a number of demographic, educational, and psychological variables are associated with students’ level of comprehension of the course. In addition, it examined the role of the teaching methods employed, the degree of students’ interaction and participation during lectures, lecture timing, and the nature of the educational relationship between instructors and students. Furthermore, the study highlighted the importance of employing modern educational technologies in mathematics instruction to improve students’ understanding and academic achievement. Methodology: The study adopted a descriptive-analytical approach, as it was considered appropriate to the nature of the research problem and its objectives. An electronic questionnaire was developed comprising a set of items designed to measure the academic, psychological, and educational factors associated with comprehension of the mathematics course. The questionnaire was administered to 185 male and female students from non-mathematics specializations at the College of Science, Al-Nahrain University. The sample included students from different academic years and various scientific specializations, with the majority being morning-study students. The collected data were analyzed using percentages and selected descriptive statistical indicators to determine the degree to which the investigated variables were associated with students’ comprehension of the course and to identify the factors most strongly associated with difficulties in understanding and academic achievement in mathematics. Results: The results indicated that factors related to the mathematics instructor’s specialization and the extent to which the course syllabus was completed did not constitute major reasons for students’ weak comprehension of the subject. In contrast, several other factors emerged as having a greater association with students’ level of understanding and comprehension. Among the most prominent were differences in students’ motivation and intrinsic desire to study mathematics, limited participation and interaction during lectures, and the effect of lecture timing on students’ concentration and comprehension. The results also revealed variation in students’ acceptance of the teaching methods employed, highlighting the importance of diversifying instructional approaches in accordance with students’ different abilities and levels. Furthermore, the findings confirmed that the nature of the educational relationship between instructors and students plays an important role in creating a positive learning environment that encourages students to participate, ask questions, and engage with the course content. The findings also demonstrated the importance of using modern educational technologies and instructional aids to simplify abstract mathematical concepts and enhance students’ ability to understand and comprehend them. Conclusions: The study concluded that the problem of weak mathematics comprehension among students in non-mathematics specializations is not primarily associated with factors related to the instructor’s specialization or completion of the course syllabus. Rather, it is more strongly associated with teaching methods, the learning environment, students’ level of motivation and intrinsic desire, classroom interaction and participation, and lecture timing. Accordingly, the study recommends adopting modern and flexible teaching strategies that take individual differences among students into consideration, simplify mathematical concepts, and link them to scientific applications relevant to students’ specializations. It also recommends strengthening the use of modern educational technologies and interactive instructional media. Furthermore, establishing a positive educational relationship between instructors and students and encouraging active classroom participation are emphasized as important measures for improving the university learning environment and enhancing students’ comprehension and academic achievement in mathematics.
Keywords
Academic Factors; Psychological Factors; Educational Factors; Mathematics Comprehension; Mathematics; College of Science Students; Al-Nahrain University

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