[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588328-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588328-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","ministry-baccalaureate-wezary-exam-preparation-implementing-the-zero-mistake-program-in-the-mathematics-course","MINISTRY (BACCALAUREATE-WEZARY) EXAM PREPARATION - IMPLEMENTING THE ZERO MISTAKE PROGRAM IN THE MATHEMATICS COURSE","","This article details the Zero Mistake Program (ZMP) implemented for senior high school students at Stirling Schools in Iraq and Kurdistan during preparation for the ministry (wezary, baccalaureate) exams. Quantitative and qualitative methods compare students’ year-end mathematics grades, ZMP mock exam results, and official ministry mathematics scores. Feedback from participating students and parents supports the evaluation among 12th-grade learners at Erbil Nilufer Girls’ High School. Findings summarize improved outcomes enabled by dedicated ZMP teaching across an academic year.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ministry-baccalaureate-wezary-exam-preparation-implementing-the-zero-mistake-program-in-the-mathematics-course/588328/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ministry-baccalaureate-wezary-exam-preparation-implementing-the-zero-mistake-program-in-the-mathematics-course/588328.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the Zero Mistake Program (ZMP) and where was it implemented?","Question",{"text":62,"@type":63},"ZMP is a mathematics support program implemented for 12th-grade students at Stirling Schools in Iraq and Kurdistan during preparation for the ministry (wezary, baccalaureate) exams, with the study conducted at Erbil Nilufer Girls’ High School.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were ZMP outcomes evaluated in the study?",{"text":67,"@type":63},"Outcomes were evaluated using quantitative and qualitative data, comparing students’ year-end math grades, ZMP mock exam grades, and official mathematics exam results from the ministry.",{"name":69,"@type":60,"acceptedAnswer":70},"What strategies does the article associate with creating effective learning environments under ZMP?",{"text":71,"@type":63},"It highlights strategies such as positive teacher-student relationships, inclusivity and diversity, collaborative learning, real-world applications, differentiated instruction, technology integration, supportive feedback, and a growth mindset.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588328,1792065023,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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MATHEMATICS COURSE  \nAbdullah KURUDIREK, Bnar KARIM, Delan SARHANG  \nAbstract: This article covers the details of the Zero Mistake Program (ZMP) implemented for senior high school students at Stirling Schools in the regions of Iraq and Kurdistan while preparing for the ministry exams (wezary, baccalaureate) . As a result of the findings, recommendations, and outcomes obtained during the preparation for these exams, which are a serious issue throughout the country, it has been shown that an easier path can be followed that can save both families and students from a great deal of trouble. Our work was supported by a methodology using both quantitative and qualitative data. The students' grades in mathematics at the end of the year, their mathematics mock exam grades at the end of the ZMP, and the official mathematics exam results they obtained from the ministry exam were compared. Our study was further supported by feedback from the students and their parents who participated in the ZMP. Our research was conducted among 12th-grade students at Erbil Nilufer Girls' High School. In summary, this article's details reveal the successful results achieved through the dedicated efforts of selfless teachers in the ZMP, which marks the culmination of various programs (Figure 2) spread over an academic year.  \nKeywords: learning environment, math anxiety, mock exam, tutor, zero mistake program (ZMP)  \n1. Introduction  \nReimagining mathematics education or reimagining education for a brighter future would be more inclusive and perhaps more accurate, especially in public and private schools after the pandemic. No matter what the situation is, every child deserves the chance to achieve in a high-quality and wellequipped school. Kurudirek and Berdieva (2024) thoroughly examine the three pillars of education and emphasise that students can benefit more from empowered schools and thus transition into life more effectively. Achieving great success will be a commonplace occurrence if these three pillars (Figure 1) function together effectively.  \nFigure 1. Tripod in education  \nEducation is critical in providing humans with the necessary tools to live meaningful and peaceful lives. It is a deliberate and coordinated activity in which both the educator and the learner work toward a specific goal. Various intellectuals, philosophers, and educationists have debated and interpreted  \neducation's goals, purposes, and ramifications. Educators, politicians, parents, and students agree that mathematical abilities help people succeed in life, including in terms of jobs, money, and professional advancement (Bregant, 2016) .  \nLife and education are inextricably linked. Education is significant to the extent that it serves as a yardstick for measuring a country's growth. A country that possesses high-quality human resources in terms of spirituality, intelligence, and skill can be considered developed. Constant improvement in the field of education, particularly in the area of mathematics, is one strategy that may be used to accomplish this aim (Hasibuan et al., 2018) .  \nMathematics is a fundamental skill that students must possess to continue their education. We can examine the study by Delan and Bnar (2024) to gain insight into various aspects of the education system in Iraq and Kurdistan, as well as to explore the landscape of general and mathematics education in middle and high schools. This study highlights the main educational themes that emphasize the issues encountered in the school system and the untapped potential. It aims to uncover the complexities of the current state of general and mathematical education in schools.  \nBilgin's (2024) research, which claims that many efforts have been made to integrate 21st century skills into the curriculum, illuminates our study by answering the question of which of these skills is more significant than the others.","cbCaibYl7ERVDfL0","https://ap.wps.com/l/cbCaibYl7ERVDfL0","pdf",412373,18,"English","# Introduction\n## The Ministry (Baccalaureate-Wezary) Exam","[{\"question\":\"What is the Zero Mistake Program (ZMP) and where was it implemented?\",\"answer\":\"ZMP is a mathematics support program implemented for 12th-grade students at Stirling Schools in Iraq and Kurdistan during preparation for the ministry (wezary, baccalaureate) exams, with the study conducted at Erbil Nilufer Girls’ High School.\"},{\"question\":\"How were ZMP outcomes evaluated in the study?\",\"answer\":\"Outcomes were evaluated using quantitative and qualitative data, comparing students’ year-end math grades, ZMP mock exam grades, and official mathematics exam results from the ministry.\"},{\"question\":\"What strategies does the article associate with creating effective learning environments under ZMP?\",\"answer\":\"It highlights strategies such as positive teacher-student relationships, inclusivity and diversity, collaborative learning, real-world applications, differentiated instruction, technology integration, supportive feedback, and a growth mindset.\"}]","MINISTRY (BACCALAUREATE-WEZARY) EXAM PREPARATION - IMPLEMENTING THE ZERO MISTAKE PROGRAM IN THE MATHEMATICS COURSE | PDF",45]