Journal of Research in Mathematics, Science, and Technology Education
TPCK of Mathematics Trainee Teachers: A Comparison using Mahalanobis Distance
This body of knowledge, known as ‘Technological Pedagogical Content Knowledge (TPCK)’, is essential to teaching both today and in the future. Teachers possess a high degree of knowledge that is based on ‘Pedagogical Knowledge (PK)’, ‘Technological Knowledge (TK)’, ‘Content Knowledge (CK)’, ‘Technological Pedagogical Knowledge (TPK)’, ‘Technological Content Knowledge (TCK)’, and ‘Pedagogical Content Knowledge (PCK)’. This research work was done by collecting data from B.Ed. trainee teachers with mathematics as a method subject in West Bengal, India. The objective of the study is to compare the TPCK knowledge base of mathematics trainee teachers with respect to gender and residence. The descriptive Survey Method is followed. Trainee teachers with mathematics as a method subject from West Bengal, India, are taken as a sample. The TPACK-Math Scale by Önal (2016) is used for this study. Collected data is prepared by using MS Excel, analysed by SPSS 26, JASP 0.18.1, and MATLAB 2021b. Descriptive statistics (Mean, SD, and Covariance) and inferential statistics (Mahalanobis Distance) are used for this study. Calculated value of Mahalanobis Distance between male and female is 0.3417 (<1) and between rural and urban is 0.6625 (<1). There is no significant difference between male vs female and rural vs urban mathematics trainee teachers with respect to ‘TK’, ‘PK’, ‘CK’, ‘TPK’, ‘TCK’, ‘PCK’, ‘CNTK’, and ‘TPCK’. It is concluded that the dynamical nature of the knowledge base considered for the present study is independent of gender and residence of trainee teachers. Possible causes for such a non-significant finding in the educational research context are discussed. A comprehensive interpretation of the inherent limitations is acknowledged, and to overcome these limitations and deepen the understanding of TPCK development in mathematics education, further research is suggested.
Copyright (c) 2026 Subir Sen, Birbal Saha https://creativecommons.org/licenses/by-nc/4.0
Efforts to Improve Critical Thinking Through the Discovery Learning Model on Benzene Material at De Britto College Senior High School
Critical thinking is one of the essential 21st-century skills that must be fostered in chemistry learning. However, observations indicate that students still struggle to connect the concept of benzene with a deep understanding, resulting in suboptimal development of critical thinking skills. This best practice aims to describe the implementation of the discovery learning model in enhancing the critical thinking skills of twelfth-grade MIPA 2 students at Kolese De Britto Senior High School, Yogyakarta, on the topic of benzene. The study was conducted with 29 male students aged 17–18 years. The discovery learning model was implemented through six instructional stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The research instruments consisted of (1) a critical thinking test covering interpretation, analysis, evaluation, and inference with five essay questions; (2) a student activity observation sheet with ten engagement criteria; (3) open-ended interviews with six guiding questions to explore learning experiences; and (4) documentation in the form of field notes and students’ group work. Instrument validity was established through expert judgment, while the reliability of the test was analyzed using Cronbach’s Alpha coefficient of 0.82 (high category). The results revealed a significant improvement in students’ critical thinking skills. The average test score increased from 58.3 (pre-implementation) to 74.6 (initial cycle), and further to 86.2 (final practice). The N-gain analysis yielded 0.67, categorized as medium-to-high. Observations also indicated enhanced student participation in discussions, the ability to pose questions, and independent conclusion-making. In conclusion, this best practice demonstrates that the discovery learning model is effective in improving students’ critical thinking skills in learning benzene. The limitation of this study lies in the relatively small number of participants and the restricted context of a single school. Therefore, further research with a larger population and different chemistry topics is recommended to strengthen the generalizability of the findings.
Copyright (c) 2026 Suci Puji Setyowati https://creativecommons.org/licenses/by-nc/4.0
Effect of Diverse Assessment Methods on Undergraduate Engineering Students’ Performance in Mathematics Courses
Assessment plays a crucial role in shaping how students engage with mathematics in engineering programs. Traditional summative examinations often emphasize rote learning rather than problem-solving or conceptual understanding. This study investigates the impact of diverse assessment methods—including online quizzes, assignments, poster presentations, viva voce, mathematical software applications, note checking, and class participation—on undergraduate engineering students’ performance in mathematics courses. The objectives were to evaluate which assessment strategies most effectively enhance learning outcomes and to provide actionable insights for improving assessment practices in higher education. A quasi-experimental design was employed with a sample of second-year undergraduate engineering students enrolled in core mathematics courses. Data were collected using structured quizzes, software-based tasks, poster presentations, viva assessments, and student surveys, and analyzed using descriptive and inferential statistics. Findings revealed that interactive and technology-driven methods, such as online quizzes and mathematical software tasks, had the strongest positive influence on student performance, while passive methods like note checking showed minimal impact. Assignments and viva voce were perceived as valuable for developing analytical reasoning and verbal articulation, although they sometimes generated stress. Poster presentations were effective in enhancing communication and creativity, but received mixed responses regarding mathematical depth. These results align with educational psychology frameworks, suggesting that active engagement reduces cognitive load and enhances intrinsic motivation. The study concludes that integrating diverse and interactive assessments fosters deeper conceptual understanding, problem-solving ability, and sustained engagement among engineering students. Implications for faculty, curriculum developers, policy makers, and educational technologists are discussed, particularly in terms of redesigning assessment frameworks and supporting professional development for educators.
Copyright (c) 2026 Nandini Rai, Yogesh Thakkar, Ravindra Salvi https://creativecommons.org/licenses/by-nc/4.0
The Role of Realistic Mathematics Education in Teaching Mathematics from the Perspective of Mathematics Teachers
The National Center for Curriculum Development, in cooperation with the Jordanian Ministry of Education, has implemented significant modifications to its mathematics curriculum. These modifications focus on connecting mathematics education to students’ real-life experiences and highlighting the role of mathematics in practical applications. Therefore, this study aimed to demonstrate the role of Realistic Mathematics Education (RME) in mathematics teaching and its positive impact as a teaching method, from the perspective of mathematics teachers using the revised curriculum. The study employed a descriptive research methodology, designing a questionnaire to assess the role of RME in mathematics instruction. Frequencies and averages of responses from mathematics teachers were calculated. Descriptive research, used in field research, helps to define the role of RME accurately and clearly. The study population consisted of 474 teachers, and the sample comprised 271 teachers. The findings show that RME plays a significant role in enhancing mathematics learning at the basic stage, with an overall high rating. Teachers emphasized that RME is most effective in providing students with meaningful mathematical knowledge and deep understanding, fostering creative and critical thinking through realistic activities, and encouraging learners to connect mathematical ideas with real-life examples. Overall, RME supports student-centered learning, strengthens enthusiasm, links mathematics to everyday situations, and promotes interdisciplinary connections, making mathematics more relevant, engaging, and deeply understood. The results also showed no significant differences in mathematics teachers’ responses to the questionnaire based on gender or academic qualifications. The study’s findings also help curriculum designers in Jordan evaluate the Jordanian curricula developed between 2019 and 2022 and obtain feedback on the updated curricula and their impact on teaching. This study is one of the few that has shed light on these curriculum developments.
Copyright (c) 2026 Mohammad Ali Ghunaimat https://creativecommons.org/licenses/by-nc/4.0
Does Emotional Intelligence Drive Better Grades in Computer Studies? A Predictive Analysis
The study investigated students’ emotional intelligence as a predictor of their achievement in Computer Studies in Awka Education Zone. The study was guided by two research questions and two hypotheses. It adopted the correlation survey research design on a population of 14,657 senior secondary two (SS2) students, out of which a sample of 390 students was obtained using Taro Yamane’s formula. However, only 335 (128 males and 207 females) students, representing 85.9% of the sample size, accurately completed the administered questionnaires and thus were used as the sample for the study. Emotional Intelligence Scale (EIS) with a Cronbach alpha reliability coefficient of 0.79 was used for collecting data for this study. Three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka, validated the instrument. Data were collected by direct administration of the instruments to the students. Also, the second-term examination results of the students in Computer Studies for the 2023/2024 academic session were used as the achievement scores for the study. The data were analysed using the Pearson product-moment correlation Coefficient and regression analysis. The study’s findings revealed that emotional intelligence significantly predicted students’ academic achievement in Computer Studies. Also, the findings showed a moderating gender influence in the prediction in favour of the female students. The study’s findings imply that Computer studies teachers, as well as other educational stakeholders, should not just focus on helping students attain cognitive intelligence. These stakeholders should give emotional intelligence sufficient attention in the classroom, considering its significant role in predicting students’ academic achievement.
Copyright (c) 2026 Jane Nkiruka Ozumba, Ebele Chinelo Okigbo, Emmanuel Chibuike Nwune https://creativecommons.org/licenses/by-nc/4.0
Improving Students’ Critical Thinking Skills Through the Development of E-Learning-Based Chemistry Textbooks
This study was conducted with the aim of developing an effective and feasible e-learning-based chemistry textbook intended to enhance students’ critical thinking abilities. The development process adhered to the ADDIE model, providing a systematic framework for the design of educational materials. Participants in the study consisted of first-semester chemistry education students at the Faculty of Tarbiyah and Teacher Training, UIN Mataram. Data were collected using both test and non-test instruments. Non-test instruments were employed to evaluate the feasibility of the e-learning-based chemistry textbook, whereas test instruments were used to measure students’ critical thinking skills. The study was carried out in two primary stages: validation of the product and trials involving chemistry education students at UIN Mataram. For the trials, a quasi-experimental design with a pre-test/post-test control group was implemented. The results of the study led to the following conclusions: (1) The developed e-learning chemistry textbook attained validity scores ranging from 0.857 to 0.905, classifying it as very high, with a reliability coefficient of 0.865. These results indicate that the textbook is valid and reliable for use in Basic Chemistry courses at the tertiary level. (2) Analysis using an independent samples t-test revealed a significance value of 0.018, below the alpha threshold of 0.05, confirming that the e-learning chemistry textbook is effective in improving students’ critical thinking skills. Overall, the findings demonstrate that the developed e-learning-based chemistry textbook is both valid and reliable, and it effectively enhances students’ critical thinking abilities.
Copyright (c) 2025 Dwi Wahyudiati, Devi Qurniati https://creativecommons.org/licenses/by-nc/4.0
STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development
Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Copyright (c) 2025 Christopher Mutseekwa, Cefas Nyasha Zimuto, Kevin Manunure, Jones Maeresera https://creativecommons.org/licenses/by-nc/4.0
Mediating Role of Learning Skills in the Relationship between Student Achievements in Basic Science and Teaching Skills in the Twenty-First Century in Government-aided Secondary Schools
This study investigated the mediating role of learning skills in the relationship between student achievements in basic science and teaching skills in government-aided secondary schools in Ebonyi State, Nigeria. The study utilized a cross-sectional correlation research design. The target population encompasses 17 secondary schools of 9,062 students from the 2023/2024 academic session. A sample size of 340 students was selected using a stratified random sampling technique through Cochran’s formula. A self-structured questionnaire was developed and rigorously evaluated for coherence, relevance, and clarity, with revisions from science education experts incorporated into the final version. A pilot study involving 45 participants outside the main sample area confirmed the validity and reliability of the instrument, achieving a Cronbach’s alpha coefficient of 0.775, surpassing the acceptable threshold of 0.70. The data collected were analyzed using SPSS version 27 and descriptive statistics to address key research questions related to student achievement levels, perceived teaching skills, and learning skills. The findings indicated that students demonstrate a robust understanding of basic science concepts, indicating effective teaching methods. However, a gap existed between students’ theoretical knowledge and their confidence in problem-solving, highlighting the need for enhanced problem-based learning strategies. The study also revealed that while students showed high motivation for assignments, traditional assessments may not fully capture their comprehension. Furthermore, there are limited opportunities for collaborative projects and technology integration, and challenges remain in fostering higher-order thinking skills. The study also showed that students expressed the importance of constructive feedback and hands-on learning, but required additional support for self-reflection and active participation. Finally, improving teacher-student relationships and creating a more inclusive learning environment are essential for enhancing educational outcomes. From the results’ findings, the researchers recommended that the PBL strategy, technology, and collaboration should be integrated into students’ learning.
Copyright (c) 2025 Lucy Aja, Okechukwu Sunday Abonyi, Balafama Green, Tukur Muhammad, Iruka John Elom, Mohammad Lubega, Aquila Modupe Otitoju https://creativecommons.org/licenses/by-nc/4.0
Inquiry-Based Learning in Science: Mathematical Reasoning’s Support of Critical Thinking
The evolution of educational paradigms toward inquiry-based learning (IBL) in science education has significantly altered pedagogical practices by emphasizing the necessity of active student participation in the learning process. Through questioning, research, and problem-solving, IBL invites students to investigate scientific phenomena, so promoting a closer knowledge retention and understanding. Integral to this approach is the function of mathematical thinking, which functions not only as a tool for quantitative analysis but also as a basic framework for critical thinking. Mathematical reasoning helps students organize their searches, efficiently analyze data, and come to reasonable conclusions. This interaction improves their ability to link mathematical ideas and scientific concepts, developing more advanced higher-order thinking abilities. Understanding how mathematical reasoning supports critical thinking within IBL will help curriculum development and teaching strategies in science education be much more informed as education progressively prioritizes integrating multidisciplinary approaches. In science education especially, IBL is especially helpful since it fits very nicely with the Next Generation Science Standards, which support student-centered learning environments that advance critical thinking and teamwork. IBL helps students develop critical skills, including analytical thinking and reasoning, by pushing them to create their own questions and search for answers through investigation. Moreover, including mathematical reasoning in IBL improves students’ problem-solving capacity by letting them approach challenging scientific questions with a strong methodological framework. IBL thus not only fosters curiosity but also provides the cognitive tools required for advanced learning in scientific fields.
Copyright (c) 2025 Konstantinos T. Kotsis https://creativecommons.org/licenses/by-nc/4.0
Implementing Whole Brain Teaching Within A Pre-Service Teachers’ Introductory Programming Instruction: An Action Research Study
This study investigated the implementation of whole brain teaching within a constructivist teaching strategy in pre-service teachers’ programming education, towards enhancing their knowledge of procedural programming. From a qualitative paradigm lens, hermeneutic phenomenology guided the inquiry. The research strategy involves two action research cycles involving fifty-eight pre-service teachers purposively sampled over two academic sessions. The Whole Brain instructional plan was designed to facilitate the programming instruction. Data were collected through surveys, interviews, and classroom observations. The findings generated two themes: programming intervention promoted student engagement and pre-service teachers’ teaching strategies through self-confidence in problem-solving and self-regulation of learning. These results contributed to the literature on pedagogical innovations in the teaching of programming and provided recommendations for enhancing pre-service teachers’ programming learning with a focus on holistic brain development through the implementation of the whole-brain programming walk-around and instructional plan for programming lessons. For transparency in research, it is necessary to state that even though the data for this study were collected in 2016 and 2017, the data are still significant within the context of programming education. The findings of this study support current literature on constructivist learning and also address gaps in the implementation of whole-brain learning for programming teaching. The findings of this study cannot be generalized due to the nature of action research studies, but can be replicated in another context. Further exploration with larger sample sizes and diverse contexts could bolster the robustness and generalizability of these findings.
Copyright (c) 2025 Fatimah Yetunde Akinrinola, Nofiu Oriyomi Iposu https://creativecommons.org/licenses/by-nc/4.0
Constructivism in Online Course Design of Skilled-based Courses and Its Impact on Student Achievement
The following monogram presents a research case study involving two sections of an asynchronous online college algebra course which aimed at exploring the potential impact (or lack thereof) of the traditional one-size-fits-all online course design ideology for the development of skilled-based courses at a large higher education institution in Florida, USA. At the principal author’s institution, as appears to be the case in many other sister institutions, constructivism is the philosophical framework upon which all online courses are being built – that occurs without the consideration that the impact of constructivist elements of course design may have little to no effect on student achievement when applied to largely or strictly skilled-based courses. Empirical observations, as well as past experiences in this field, have pointed to the realization that there are many skilled-based courses “sprinkled” with myriads of “little” tasks aimed at conforming to the constructivist ideology that do not appear to add any value in terms of the actual objectives of learning. Therefore, adding such tasks for the mere satisfaction of or adherence to a particular educational ideology may pose an inappropriate, ineffective, and inefficient way to provide and assess learning. Hence, it was the authors’ impetus to investigate what empirical observations in online skilled-based courses alluded to in a structured academic research manner and ascertain mathematically whether such a misalignment exists so as to inform future practice. Results obtained confirmed empirical observations that adding constructivist elements in the asynchronous online college algebra courses analyzed made no difference in overall student success.
Copyright (c) 2025 Pascal Roubides, Adwyn Roubides https://creativecommons.org/licenses/by-nc/4.0
Handling Language Difficulties in Mathematical Word Problems Using Innovative Language-Supportive Pedagogy
This study examined the extent of language-related difficulties encountered in teaching and learning secondary school mathematics word problems and subsequently developed exemplary Language-Supportive Pedagogical (LSP) materials to mitigate these difficulties. The idea was raised because, despite the importance of mathematics in human life, reports show that its achievement worldwide is still low. In Tanzania, for example, the subject has performed poorly in national examinations, particularly in ordinary-level secondary education. According to national examination reports based on item analysis, students attempt questions incorrectly because they do not understand the demands of the questions, likely due to low language proficiency. This study aimed to develop LSP materials that help teach mathematics through user-friendly language. The social constructivism theory of learning, building on the work of van den Akker (2010), was employed to provide guidelines and principles for material design. After being piloted to gauge their feasibility, the language supporting materials were ultimately assessed to determine their effectiveness. Tests, questionnaires, interviews, and observation were used to gather both qualitative and quantitative data in an adaptation of developmental research. The study involved three secondary schools (a pilot school with 40 students, an intervention school with 48 students, and a control school with 41 students), three mathematics experts from the university, four teachers of mathematics, and Form IV students purposely sampled. The proposed design guidelines and principles for the material employed LSP characteristics that focused on simple language and context-based activities, pictures, real materials, and a mathematics glossary. Findings from formative and semi-summative evaluations indicate that teachers and students showed the need for language supportive materials in mathematics that could address the observed difficulties. During the post-test, students who were taught using LSP materials performed better than those who used the conventional approach.
Copyright (c) 2026 Emily Christopher, Francis William https://creativecommons.org/licenses/by-nc/4.0
Junior High School Science Teachers’ Perception of Their Technological Pedagogical Content Knowledge (TPACK)
The integration of technology into education has become indispensable in fostering effective teaching and learning, particularly in the sciences. However, the ability of teachers to blend technological tools with pedagogical strategies and content knowledge is captured in a framework known as Technological Pedagogical Content Knowledge (TPACK). Despite the growing emphasis on technology in education, limited research exists on the TPACK competencies of science teachers in Ghana. Understanding these competencies is vital for informing professional development programs and enhancing the quality of science education in Junior High Schools (JHS). This study explored three main questions: (1) How do JHS science teachers perceive their understanding of TPACK constructs? (2) What are the correlations between these constructs, their collective impact on TPACK, and (3) what construct is the strongest predictor of TPACK? A descriptive survey design utilizing questionnaires to collect primary data from 145 JHS science teachers was employed. Data were analyzed using frequency distributions, means, standard deviations, and multiple regression. The findings revealed that science teachers demonstrate a high perceived understanding of the TPACK constructs. There were strong positive correlations between TPACK and its six constituent constructs. Notably, Technological Content Knowledge (TCK) emerged as the most significant predictor of overall TPACK competency. These results underscore the robust self-perceptions of TPACK competencies among JHS science teachers in the study area, suggesting a strong foundation for technology integration in science education. The study’s findings provide valuable insights for policymakers, educational administrators, and teacher educators in Ghana. The study recommends the development of targeted professional development programs in technology to strengthen teachers’ TPACK capacity to improve science education outcomes in Ghanaian junior high schools. Furthermore, the identification of TCK as a key predictor highlights the importance of focusing on the intersection of technology and content knowledge in teacher training initiatives.
Technological Pedagogical Content Knowledge (TPACK)
Copyright (c) 2025 Joseph Kobina Baah, Kofi Acheaw Owusu https://creativecommons.org/licenses/by-nc/4.0
The Satisfaction Level of Science and Mathematics Teachers with Their School Principals as Resident Supervisors in Enhancing Students’ Learning
The purpose of this study was to examine the satisfaction levels of Jordanian science and mathematics teachers regarding the school principal’s role as a resident supervisor. The target population consisted of all Jordanian science and mathematics teachers, from which a sample of 212 male and female teachers was drawn. Data were obtained through a researcher-designed questionnaire, the validity and reliability of which were established prior to its administration. The instrument was disseminated electronically to participants using the snowball sampling method. Findings revealed that the overall satisfaction of Jordanian science and mathematics teachers with the principal’s role as a resident supervisor fell within the high category. Moreover, no significant differences were identified in teachers’ satisfaction levels based on gender, years of teaching experience, type of school (public or private), or area of specialization (science or mathematics). Findings concluded that the role of the school principal as resident supervisor has become a necessity rather than just an option. Accordingly, the study reached several recommendations: maintaining the promotion of the culture of resident supervision, strengthening the factors that increase the level of teachers’ satisfaction with their principals, and achieving fairness, regardless of the gender of the teacher and school principal, specialization, type of school (government or private sector), experience, academic degree, and other variables strengthening the integrated relationship between school principals, teachers, students, and the local community. This study aims to investigate the relationship of teachers with educational supervision, parents, and their relationship with each other. Researchers can also conduct studies to investigate the impact of the role of the school principal as a mentor in improving the performance of teachers and students.
Copyright (c) 2025 Ali Khaled Bawaneh, Yazan M. Alghazo, Belal S. Rabab'h, Abdulghani Al-Hattami https://creativecommons.org/licenses/by-nc/4.0
Enhancing Student Learning Through Collaborative Inquiry: Determining the Refractive Index of Various Substances
The refractive index is a fundamental property of materials that describes how light propagates through a medium, enabling an understanding of optical phenomena such as refraction. This study investigates the refractive indices of water, oil, and glass using hands-on experimentation based on Snell’s Law. The researchers, who were also the participants, conducted the study as part of an independent project under the Cambridge AS Level Physics curriculum. Utilizing basic laboratory materials, including a ray box, protractor, and transparent containers, the experiment involved measuring the angles of incidence and refraction to calculate refractive indices. Each measurement was repeated three times for accuracy, and multiple angles of incidence were tested for consistency. The results showed a strong agreement between experimental and theoretical values, with refractive indices of 1.33 for water, 1.46 for oil, and 1.52 for glass, yielding percent errors of 0%, 0.68%, and 0.66%, respectively. These findings confirmed the reliability of the methodology and the validity of Snell’s Law. Minor deviations were attributed to potential sources of error, such as measurement inaccuracies and material impurities. This hands-on activity enhanced the researchers’ conceptual understanding of light behavior while promoting critical thinking, problem-solving, and independent research skills. The perspective of the students was meaningful as they enjoyed the activity. The collaborative nature of the activity was an outlet for the participants to enhance their learning. The practical approach fostered a deeper appreciation for experimental physics and demonstrated the importance of systematic data collection and analysis in scientific inquiry. By bridging theory with practice, the study highlighted the value of active learning in understanding complex physical concepts.
Copyright (c) 2025 Islom Ruziyev, Behruz Sayfullayev, Otabek Khushnazarov, Akmal Abdimuminov, Khadicha Mamatkulova https://creativecommons.org/licenses/by-nc/4.0
Leveraging AI and ICT for Greener Education in the Face of Climate Change in Smart Classrooms
Artificial Intelligence (AI) and Information and Communication Technology (ICT) are reshaping educational approaches to sustainability and climate action, fostering environmentally responsible attitudes among students. The study seeks to find how the integration of Artificial Intelligence and Information and Communication Technology in Higher Education Institutions (HEIs) affects the promotion of sustainability and climate action among students and the extent to which these technologies enhance student engagement with sustainability concepts, facilitate diverse perspectives on climate issues and contribute to the overall reduction of the carbon footprint of educational institutions. Many academic institutions struggle to effectively integrate these technologies into their curricula, which may hinder the potential to engage students in meaningful ways regarding sustainability and climate action. Educators can personalise learning by utilising AI-driven analytics and ICT tools, making sustainability concepts more engaging. AI can assess learning patterns to deliver tailored content that highlights environmental stewardship, while ICT provides access to global resources, allowing students to explore climate issues from diverse perspectives. Smart technologies like IoT devices and virtual learning platforms are crucial for reducing the carbon footprint of educational institutions. Online learning minimises the need for physical infrastructure, reducing travel-related carbon footprints. By incorporating these technologies into curricula, institutions can cultivate a generation of informed, environmentally-conscious citizens. This study employs a qualitative approach to evaluate AI and ICT’s impact on promoting sustainability in university education. Data were collected through interviews with students and lecturers. Students reported increased engagement through AI-enhanced platforms. Lecturers indicated that the universities that use IoT energy monitoring reduce energy consumption. Recommendations include investing in lecturer training for AI and ICT integration, developing interdisciplinary curricula focused on sustainability, improving IoT infrastructure for energy management, encouraging cross-departmental collaboration on climate issues, and promoting student participation in sustainability-focused research projects. These steps can significantly enhance educational strategies and foster student commitment to climate action.
Information and Communication Technology
Copyright (c) 2025 Doris Chasokela, Joseph Hlongwane https://creativecommons.org/licenses/by-nc/4.0
Exploring Experiential Learning: Perceptions of Working Postgraduates in Rwanda’s Weekend Mathematics Education Program
This study aimed to explore the perceptions and lived experiences of postgraduate students in Rwanda who pursue a Master of Education in Mathematics Education while working full-time, focusing specifically on their engagement in weekend classes. The research sought to understand their motivations, challenges, and outcomes as they uphold the dual responsibilities of professional and academic commitments. Employing a qualitative, phenomenological approach, the study collected data through in-depth interviews with ten postgraduate students. Thematic analysis was used to reveal frequent themes and patterns within their narratives, providing the understanding of their experiences. Findings revealed a different range of motivations powerful these students, including aspirations for career advancement, a desire for personal development, and an interest in gaining specialized knowledge in mathematics education. However, the participants reported significant challenges, with time management and balancing weekend studies with full-time work being among the most prevalent. Despite these difficulties, the students revealed resilience, influencing support systems and intrinsic motivation to manage their commitments. The findings highlighted the unique pressures and demands of weekend postgraduate programs, particularly in balancing professional and personal responsibilities. This study contributes to the growing body of research on the experiences of working postgraduate students. It highlights the importance of made-to-measure program structures and support mechanisms to enhance learning outcomes and improve work-study balance. The insights gained from this research provide valuable implications for educational policymakers, program designers, and institutions offering weekend postgraduate programs, particularly in mathematics education, to better meet the needs of this unique student demographic.
Copyright (c) 2025 Onesme Niyibizi, Marie Claudine Uwitatse https://creativecommons.org/licenses/by-nc/4.0
The Effect of Hybrid Teaching Strategy via Mobile Applications in Education on Students' Mathematics Achievement
In our digital age, traditional teaching methods have become unattractive to students, making education that combines interactive visual media, audio media, and collaborative media in a hybrid form provide an engaging and effective learning experience. This research highlights the impact of the hybrid teaching strategy via mobile phone applications in education on college students’ achievement in mathematics. The research divided the students into two groups, an experimental group and a control group. When conducting the test, the research community was taken from students of the Principles of Mathematics course at the university for the second semester of the academic year 2021/2022. The sample was taken from 60 students who were deliberately selected and divided into an experimental study group (30) students who were studied according to the hybrid teaching strategy via mobile phone applications in education and a control group (30) students who were taught in the usual way. The equivalence of the two groups was taken into account according to the variables: the student’s age, intelligence, and grades in previous mathematics courses. An achievement test was prepared, and the data was collected, analyzed, and processed statistically using the (t) test. The results obtained indicated the superiority of the experimental group over the control group, which confirms the positive impact of using hybrid education in teaching mathematics. The implementation of mobile applications indicates the need for professional development activities for teachers, students, and educational administrations in an adequate and thoughtful manner.
Copyright (c) 2025 Khaled Ahmed Aqeel Alzoubi https://creativecommons.org/licenses/by-nc/4.0
Impact of Artificial Intelligence in TVET and STEM Education among Higher Learning Students in Malaysia
The advancement of Technologies such as Artificial Intelligence (AI) tools are widely used and help in education such as in Technical and Vocational Education and Training (TVET), as well as Science, Technology, Engineering and Mathematics (STEM). This qualitative study is to identify the impact of AI on students in higher learning settings of TVET and STEM programs in Malaysia. From among science and engineering students, this study aimed to identify in what ways the tools and technologies impact on these learners’ experiences, impact their learning, their academic performance, and preparedness for their careers in the future. This study uses a thematic analysis research design. The sample will consist of 10 participants selected based on varying experiences and views. The research method chosen is an in-depth interview, meaning that it will go into details about the benefits and challenges of AI use in education as they are perceived by students. The initial findings will provide an insight into crucial themes enhancement in learning efficiency, development of critical thinking skills, and challenges resulting from the adoption of new technologies. In addition, this research also identifies possible application areas of AI for improving educational outcomes in TVET and STEM and possible barriers for effective implementation. Findings will provide an overview of the knowledge base at the present time about the adoption of AI in the higher learning sector, with associated meaning for educators, and institutions that are considering embedding AI into curricula. The outcome will further realize how AI could be applied to narrow the gap between traditional ways of educating people regarding the demands of an increasingly digitalized workforce, hence significantly improving the employability of TVET and STEM graduates in Malaysia.
Copyright (c) 2025 Mohammad Aniq Bin Amdan, Naldo Janius, Mohd Safwan Bin Saidin, Mohamad Aidil Hazidi Bin Kasdiah https://creativecommons.org/licenses/by-nc/4.0
The Development of Interactive Learning Media for Islamic Religious Education in Elementary Schools in Indonesia
In today’s digital era, conventional teaching methods often fail to captivate students, making interactive media a promising solution. Interactive media combines visual, audio, and participatory elements, providing a more engaging and effective learning experience. The development process includes analyzing student needs and curriculum, selecting appropriate technology, creating interactive content, conducting trials, and evaluating effectiveness. This study uses a qualitative approach. Primary data sources in qualitative research are the words of the interview results obtained from primary data including respondents from teachers and students in SDMT Ponorogo. Data collection is carried out by means of snowball sampling. The data collection technique in this study is through observation, in-depth interviews and documentation. The data obtained during the study, both primary and secondary data are then processed and analyzed using Miles and Huberman model. The validity test of data in qualitative research includes tests, credibility, transferability, dependability, and confirmability. The article highlights the benefits of interactive media, including increased student motivation, improved understanding of abstract religious concepts, and the development of critical thinking skills. This approach not only modernizes religious education but also ensures that students remain interested and actively involved in learning. Through proper testing and implementation, interactive media can significantly enhance the quality of Islamic Religious Education at SDMT Ponorogo. The developed media, which consists of animated videos, interactive quizzes, and educational games, is able to make the learning process more engaging and increase student engagement.
Copyright (c) 2024 Happy Susanto, Siti Marpuah, Sudarmadi, Devid Dwi Erwahyudin, Nani Wahyuni https://creativecommons.org/licenses/by-nc/4.0
APOS Framework Didactize Equivalence Linear Simultaneous Equations in Senior High School Mathematics
Many students followed rote-learned procedural rules without thinking about the meaning of quadratic equations, and the Chief examiners’ reports attributed the trend to poor teaching methods. In certain instances, candidates cannot use even the conventional methods to factorize quadratics equations due to a lack of understanding of the zero-product property in graphing, factorizing, and completing the squares or quadratic formula. In the worst circumstances, the candidates failed to scaffold higher-order quadratic equations using the Conjugale and Equivalence Linear Simultaneous Equation methods. However, the action, process, object, and schema theory which came out of the constructivist learning theory and created by Dubinsky can be applied to teach mathematics. With the aid of the APOS framework, this study sought to digitize the Equivalence Linear Simultaneous Equations in senior high schools. In this mixed-method embedded design, there were 286 first-year students selected from one school. All the students received four phases of the APOS framework. The four phases were collected based on the Actions for Factorization, Processes for Quadratic Formula, Object for Conjugale, and Schema for ELSE method. The data, which was both qualitatively and quantitatively, was analyzed using IBM SPSS Statistics (Version 26) deterministic analytics software. The data collection covered four contact periods of a total duration of four hours. The results showed that students in the Actions and Processes were not statistically significant. However, the results were statistically significant at the Object and Schema phases. It was concluded that students’ learning through the APOS framework improved their academic performance. The positive effect was the triumphant mental constructions involving encapsulation and interiorization in the conjugale and ELSE methods. It was, therefore, recommended that the framework be promoted to find solutions to many other complex mathematics problems.
Equivalence Linear Simultaneous Equations
Copyright (c) 2024 Chris Eric Morkle, Clement Ayarebilla Ali https://creativecommons.org/licenses/by-nc/4.0
Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program
Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.
Copyright (c) 2024 Deepika Bansal, Deepa Chari https://creativecommons.org/licenses/by-nc/4.0
A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics
This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.
Copyright (c) 2024 Tomas Shivolo https://creativecommons.org/licenses/by-nc/4.0
Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs
The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.
Copyright (c) 2024 Nwune, Emmanuel Chibuike, Oguezue, Nnaemeka Kenechi, Nwosu, Kingsley Chinaza https://creativecommons.org/licenses/by-nc/4.0
Trends in Flipped Classroom of Higher Education: Bibliometric Analysis (2012–2022)
The “flipped classroom” learning model in higher education that requires preparation of technological and pedagogical knowledge in Higher Education. This study was viewed bibliometrically from 2012-2022 using data collection techniques microsoft excel and Vos Viewer. The purpose of this study is to explain the flipped classroom trend in high education. This document is taken from the collection of Scopus articles. The keyword used was “flipped classroom” with a total of 2821 documents, but 2054 were selected for bibliometric analysis with certain criteria. The results showed that the United States of America was the document publication with the highest number of citations. This study presents data from Scopus as many as 2054 published data. In 2015 the article belongs to O’Flaherty J., Phillips achieved the most citations, namely 1011 other authors. While in 2017-2021 the number of citations is as much as19902 and is expected to continue to increase in 2022 (currently n=121 Scopus documents, citations of 289 articles). Another finding is that the trend of flipped classrooms continues to increase in Higher Education to hone 21st century skills.
Copyright (c) 2024 Fika Rakhmalinda (Author) https://creativecommons.org/licenses/by-nc/4.0
Online Module: Bibliometric Analysis (1998–2023)
This study aims to analyze trends in the development of research or scientific publications, especially in topic development, keywords that frequently appear, articles that are most cited, institutions, and authors who are active and collaborate in developing online modules or web modules. The method used is bibliometric analysis with a database taken from Scopus from 1998 to 2023 in September 2023. From this search, 1434 articles were found related to online modules. Scopus data shows that the use and publication of online modules or web modules increased in 2021 and then decreased in 2023. BMC Medical Education, Mededportal The Journal of Teaching and Learning Resources, and Currents in Pharmacy Teaching and Learning are the top 3 journals that publish online modules or web modules. The institutions that publish the most online modules come from the US and Australia, including the University of Toronto, the University of Pittsburg, and the University of California, San Francisco. The most productive writers are Palermo with 341 articles, Jennifer N Stinson with 339 articles, and Nader Francis with 154 articles. The country with the highest number of articles, namely 597 articles, is the US. Publications regarding this online module are mostly in the fields of medicine, social sciences, nursing, computer science, medicine, and pharmacy. Likewise, institutions, journals, and authors who publish online modules or web modules are mostly in the fields of medicine and pharmacy. In the field of education and natural science itself, especially in the field of chemistry, it is still very rare to find. This can be used as a reference for current and future research trends.
Copyright (c) 2024 Pamungkas Wirasanty Dewi (Author) https://creativecommons.org/licenses/by-nc/4.0
Bibliometric Analysis of Mobile Learning Research Trends Over the Last Decade
The use of mobile devices in learning is increasing, allowing students to access learning resources. In the ever-growing digital era, mobile learning not only offers innovative learning alternatives but also shapes the future of education. This study provides a comprehensive bibliometric analysis of 8352 articles on mobile learning in higher education from 2002 to 2023. With the help of VOSViewer, the researcher can explore complex relationships between scientific information, gain deep insights into specific subject areas, and make decisions supported by powerful bibliometric analysis. Key findings reveal a peak in 2019 with 673 publications, and the most cited work is “Current Status, Opportunities And Challenges Of Augmented Reality In Education” by Wu et al. (2013) with 1285 citations. Prolific authors include Hwang, Huang, Ogata, and Looi. Productive sources are ACM International Conference Proceedings Series and journals like International Journal Of Mobile Learning And Organization. Institutions like National Taiwan University and countries like ChinaUnited States, and Taiwan lead in productivity. Top keywords include “mobile learning,” “e-learning,” and “students,” offering insights for future research planning
Copyright (c) 2024 Erna Handayani (Author) https://creativecommons.org/licenses/by-nc/4.0
Research Trends in Chemical Literacy: A Systematic Literature Review from 2013 to 2022
As early as 1989, the term chemical literacy was introduced. Chemical literacy refers to an individual’s understanding of particle matter, reactions, laws, theories, and chemical applications in life. Research on chemical literacy has been conducted by several researchers in several countries. However, it is rare to find research that focuses on the trend of chemical literacy research with the use of systematic analysis of literature review. This study aims to analyze research on chemical literacy and look at its trends to find further research opportunities. The analysis was carried out with systematic literature review with the main material from the scopus database. Scopus is one of the most comprehensive databases of peer-reviewed journals. The literature search was conducted online in September 2022 with 1 keyword, namely chemical literacy. A total of 23 articles related to chemical literacy in the 2013-2022 span were analyzed and mapped. Based on the results of the analysis, it is known that the trend of chemical literacy research takes place fluctuatingly. Of the 9 countries in the Scopus database that research the topic of chemical literacy, Indonesia is the country with the most contributors to articles that discuss this research topic on chemical literacy.
Copyright (c) 2024 Pardiana Pardiana (Author) https://creativecommons.org/licenses/by-nc/4.0
Research on Blended Learning in Secondary Schools: Trends and Patterns (1982–2022)
One of the most popular teaching strategies in modern digital age is blended learning. The purpose of this study to examine the state of blended learning research from 1982 to 2023. Analyzing yearly publications, often used keywords, most referenced papers, most publications, most active sources, most often used institutions, productive, and most contributing countries is the main goal of this study. A total of 567 papers from Scopus database were evaluated. The study’s findings indicate (1) a consistent rise in publications between 2018 and 2022, (2) “Students,” “blended learning,” “teaching,” and “e-learning” are the most often utilized terms. (3) The work of Ramadhani et al. (2019) is the most referenced document. (4) Authors that have significantly advanced blended learning research Gomes, A.S., Divayana, D.G.H., Aristovnik, A., Arifani, Y., Umek, L., Tomaževič, N., Ramdani, A., Killian, C.M., Keržič, D., Jatmiko, B. (5) The most recent source is Physics Conference Series publication. (6) Malang State University is the most prolific institution. (7) Indonesia the nation of origin of the institution that made most contribution, followed by China in second place, United States in third place, and Taiwan in fourth. It is intended that the findings of this study will serve as examples in the future.
Copyright (c) 2024 Lia Agustina (Author) https://creativecommons.org/licenses/by-nc/4.0