Factors Associated with Mathematics Academic Underperformance Among Secondary Students in Azerbaijan: A Systematic Review

Abstract

Mathematics underperformance among secondary students in Azerbaijan persists despite ongoing educational reforms. No systematic synthesis of associated factors has been conducted. This review aimed to identify and synthesize empirical evidence on factors associated with mathematics underperformance (low achievement or course failure) in grades 5–11. Following PRISMA 2020, six databases were searched in April 2026 for studies in English, Azerbaijani, or Russian. A supplementary search with neutral keywords was performed in May 2026. Two reviewers independently screened records and appraised quality using the Mixed Methods Appraisal Tool. A convergent integrated synthesis was applied.  Three studies met inclusion criteria. Mathematics anxiety showed a negative association with performance, particularly in female students. Analysis of official curriculum documents indicated misalignment between intended problem-solving goals and textbook tasks, with low cognitive demand and insufficient reasoning opportunities. Expert consultation highlighted teacher quality and professional development as potentially influential, though without direct mathematics-specific measurement. Mathematics course failure or grade retention was not directly measured in any study. Evidence is extremely limited. Mathematics anxiety, curriculum coherence, and teacher preparation are regarded as plausible contributors, but causal conclusions cannot be drawn. Nationally representative surveys, longitudinal designs, and intervention trials are urgently needed.