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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Mathematics and Mathematics Education (IJMME) International Journal of Geometry Research and Inventions in Education
Florence Kyaruzi
University of Dar es Salaam
Humanities Education Library & Information Science Mathematics Social Sciences Other

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Students’ perceptions of mathematics teacher support on assigned homework during school breaks Florence Kyaruzi; Innocent B. Rugambuka
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22944

Abstract

Homework is a crucial formative assessment tool that helps to keep students engaged on tasks beyond school hours. This study investigated students’ perceptions of teacher support on homework tasks during school breaks. Specifically, it focused on how students perceived the mathematics teachers’ support in terms of task quality, feedback quality, and promoting mathematics autonomy. The study also focused on how these perceptions varied by gender and school ownership type, and how they related to students’ self-efficacy in mathematics. It was carried out in Dar es Salaam, Tanzania, and involved a random sample of 579 students from six primary schools. Previously validated questionnaire scales were adapted for data collection. The data were analysed by using descriptive statistics, latent mean analyses, and structural equation modelling techniques. Results from the descriptive statistics indicated that students positively evaluated teacher support in homework. Besides, student perceptions did not significantly differ across genders but differed between school ownership. The findings indicate a significant relationship between students’ perceptions of teacher support and their mathematics self-efficacy. The findings call for the effective utilisation of homework to augment classroom instructions.
Establishing quality indicators for higher-order thinking skills: development and validation using factor analysis Nia Kania; Florence Kyaruzi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38884

Abstract

Assessing higher-order thinking skills (HOTS) in mathematics education remains challenging because available instruments often measure critical thinking (CT), creative thinking (CrT), and problem-solving (PS) separately, limiting a coherent evaluation of their interrelated nature. This study developed and empirically validated an integrated set of quality indicators for HOTS assessment using a mixed-methods design. In the qualitative phase, focus group discussions (FGDs) with five experts in mathematics education and educational evaluation generated theory-driven indicators grounded in instructional practice. In the quantitative phase, 70 participants (university lecturers, secondary school teachers, and undergraduate students) were selected through stratified purposive sampling to evaluate the indicators. An exploratory factor analysis (EFA) was performed using principal axis factoring with varimax rotation, and factorability was confirmed using Kaiser-Meyer-Olkin (KMO) and Bartlett’s test of sphericity. The results showed satisfactory construct validity (KMO=0.75; Bartlett’s p
Analysis of High School Students’ Difficulties in Solving Mathematics Story Problems on Opportunity Material Tengku Abdani Murazanty; Revika Nofriani; Rahmadini Fitri; Lilis Marina Angraini; Florence Kyaruzi
International Journal of Mathematics and Mathematics Education Vol. 2 No. 2 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v2i2.1016

Abstract

This research aims to describe the difficulties experienced by students in solving mathematics story problems on opportunity material. The type of research used is a descriptive method with a qualitative approach. The study involved 30 students in class XII IPS 2 SMA Negeri 2 in Pekanbaru. Data were collected using a combination of tests and interviews. The overall research procedure involved three stages, namely the planning stage, implementation stage, and conclusions. Data were analysed using descriptive statistics. The results of this study show that students’ experienced difficulties in solving mathematics story problems on opportunity material especially in understanding the problem (33,33%), carrying out transformations (36,66%), processing skills (38,88%), and difficulty in drawing conclusions (51,11%).      
Decoding Student Struggles in Geometry: Newman Error Analysis of Higher-Order Thinking Skills Nia Kania; Yaya S. Kusumah; Jarnawi Afgani Dahlan; Elah Nurlaelah; Florence Kyaruzi
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1146

Abstract

Maths is one of the most challenging courses for many pupils. Maths is often the most complex subject for many students. Newman's Error Analysis analyses eighth-graders math problems. Assessing higher-order cognitive ability is the primary purpose. This qualitative study was conducted in a Majalengka, West Java, junior high. Five randomly selected kids with different math skills participated. Following up with interviews and testing Bloom's taxonomy's latest HOTS signal questions were the critical data collection approaches. These questions test analytical (C4), evaluative (C5), and creative (C6) skills. Students had to model, sketch, confirm geometric calculations, and calculate dimensions using available components. Newman's Error Analysis was applied to analyse typical misunderstandings and errors. This exercise showed students' geometric reasoning and problem-solving weaknesses. The findings suggest customised teaching methods to improve students' geometric knowledge and performance. Reducing data, presenting facts, and concluding helped us comprehend pupils' cognitive processes and geometric challenges.
Co-Authors Elah Nurlaelah Innocent B. Rugambuka Jarnawi Afgani Dahlan Lilis Marina Angraini Nia Kania Rahmadini Fitri Revika Nofriani Tengku Abdani Murazanty Yaya S. Kusumah