Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion International Journal of Educational Qualitative Quantitative Research
Joshua Abah Abah
University of Zululand
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Interactive Learning Revolution: A Systematic Review on Balancing Memorization and Conceptual Understanding in Mathematics Joshua Abah Abah; Zinhle Felicia Vilakazi
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.176

Abstract

Amid growing emphasis on the interactive learning revolution and active student engagement, this study examines the relationship between rote memorization and conceptual understanding in mathematics education. The study is theoretically grounded in David Ausubel’s Meaningful Learning Theory, which suggests that meaningful learning occurs when new knowledge is connected to learners’ existing cognitive structures. In the context of ongoing curriculum reforms and learner-centred education initiatives in South Africa, understanding this instructional relationship is crucial for shifting traditional classrooms toward interactive practices. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature review was conducted on empirical studies published between 2015 and 2025. A total of 36 studies were identified and synthesized using thematic analysis. The findings indicate that while memorization supports short-term recall and procedural fluency, its isolated use may limit higher-order problem-solving and active learner interaction. In contrast, conceptual approaches promote deeper understanding, mathematical reasoning, and longer-term knowledge retention. The review further suggests that a genuine instructional revolution is achieved through a balanced integration of memorization and conceptual learning, where procedural fluency supports interactive, concept-based exploration. In addition, the findings highlight the role of teacher leadership in adapting these interactive approaches to diverse and resource-constrained learning environments. These insights have implications for curriculum development, mathematics teaching practices, and teacher professional development.
Conceptualizing the Influence of Artificial Intelligence on Students’ Academic Integrity Joshua Abah ABAH; Ubagu David Terungwa; Taurayi Willard Chinaka
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.383

Abstract

Artificial Intelligence (AI) has evolved into an indispensable tool in education. AI usage in education permeates tutoring systems, automated essay scoring, plagiarism detection, virtual reality simulations, and chatbot-based learning support. This ubiquity has threatened the tenets of academic integrity upon which the entire education system hinges. This present conceptualization focuses on demystifying the concepts and conversations at the nexus of AI adoption and academic integrity. The conceptualization deeply explored the development of AI and the motivation for its deployment in education. A broad overview of academic integrity highlights the core values of honesty, trust, fairness, respect, responsibility, and courage. This was followed by a detailed exploration of the techniques used by students to avoid detection of AI-generated work. A focal discussion was then provided on the impact of AI-generated writing tasks on students’ academic integrity, highlighting both opportunities and challenges. Next, the technical, procedural, educational, and collaborative strategies for detecting and minimizing the rate of AI-generated work among students were discussed. The Technology Acceptance Model and Academic Integrity Framework were discussed as conceptualizations' theoretical foundations. The conceptualization closes with a summary of recent empirical research emphasizing the need for further studies to explore all ramifications of the influence of AI on academic integrity. It is hoped that the conceptual clarity provided in this work will support the emerging scholarship on AI's influence on society.
Co-Authors Taurayi Willard Chinaka Ubagu David Terungwa Zinhle Felicia Vilakazi