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Journal of Research in Science and Mathematics Education
Published by Edupedia Publisher
ISSN : -     EISSN : 29625521     DOI : https://doi.org/10.56855/jrsme.v1i1.11
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics
Journal of Research in Science and Mathematics Education (J-RSME) is a journal to publish works in the form of research results, theoretical studies and review results that are original and have a novelty as a contribution to science in the scope of mathematics education, physics education, chemistry education, biology education and also includes research results in the field of mathematics, physics, chemistry and biology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 46 Documents
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Intervention in Students’ Performance in Basic Science and Technology Using Blended Learning Strategies Gbinde, Felix T.; Achor, Emmanuel E.; Agogo, Peter O.
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1222

Abstract

Purpose: This study investigated the efficacy of two blended learning approaches—Face-to-Face Learning (FFL) and the Online Laboratory Strategy (OLS)—in improving the academic performance of Basic Eight students in Basic Science and Technology in Benue State, Nigeria. Methodology: Employing a quasi-experimental design, the research sampled 210 students from a target population of 27,457 across six secondary schools. Data were collected using the Basic Science and Technology Performance Test (BSTPT), which demonstrated strong internal consistency with a reliability coefficient of 0.88. Findings: Analysis of variance revealed a statistically significant difference in the mean performance scores of students exposed to FFL and OLS compared to those taught using traditional demonstration methods, F(2, 206) = 131.395, p < 0.001. However, no statistically significant gender differences were observed in performance under either FFL (F(1, 71) = 1.685, p = 0.198) or OLS (F(1, 68) = 0.048, p = 0.828), suggesting that the effectiveness of both strategies was independent of gender. These findings underscore the pedagogical value of FFL and OLS in enhancing science learning outcomes. Significance: Consequently, the study recommends that educational policymakers and teacher education institutions adopt and institutionalize these blended learning strategies within curriculum frameworks. Moreover, sustained investment in teacher training and resource provision is essential to maximize the instructional benefits of these approaches and promote equitable, high-quality science education.
Predictive Influence of Psychological and Educational Adjustments on Internally Displaced Students’ Physics Ability Ellah, Barnabas Obiaje
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1240

Abstract

Purpose: This study investigated the predictive capacity of psychological and educational adjustments on the cognitive ability levels in Physics among internally displaced students in Nigeria. Methodology: Grounded in the social exclusion theories of Pacione (1997) and Walker (1997), the research employed a correlational survey design. The target population comprised internally displaced persons (IDPs)—including women, adolescents, and children—in Adamawa State. A systematic sampling technique was utilized to select a representative sample of 900 respondents. Data collection instruments included the Ability Group Test (AGT), Literacy and Numeracy Scale (LNS), Communal Trauma Event Inventory (CTEI), Satisfaction with Life Scale (SWLS), and the Internally Displaced Persons Self-Esteem Questionnaire (ISEQ). All instruments were validated, and internal consistency was established using Cronbach’s Alpha, yielding coefficients of 0.73 for LNS, 0.88 for CTEI, 0.76 for SWLS, and 0.82 for ISEQ. The instruments were administered by the researcher in collaboration with trained research assistants. Data were analyzed using regression analysis. Findings: The results indicated that both psychological and educational adjustments significantly predicted the cognitive ability levels of internally displaced students in Physics. Furthermore, their combined predictive effect was also found to be statistically significant. Significance: Based on these findings, it was recommended that science educators tailor instructional content to align with the current cognitive and emotional needs of internally displaced learners, thereby facilitating improved psychological adjustment and academic performance.
Penerapan Model Pembelajaran Pemecahan Masalah Double Loop un-tuk Meningkatkan Hasil Belajar Matematika pada Siswa SMP Kelas VIII: Implementing the Double Loop Problem-Solving Learning Model to Improve Mathematics Learning Outcomes in Eighth-Grade Students Rafaini, Rafaini; Ramlan, Andi Mariani; Halidin, Halidin
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1354

Abstract

Purpose: This study aimed to improve the mathematical learning outcomes of eighth-grade students at Negeri 14 Central Buton by applying the Double Loop Problem-Solving learning model. Methodology: This study employed a Classroom Action Research (CAR) approach, conducted in collaboration between teachers and researchers. The research followed a structured procedure, including planning, implementation, observation, and reflection. The study was carried out in two cycles. Data collected included both quantitative data from learning outcome tests and qualitative data from observation sheets. The research hypothesis proposed that applying the Double Loop Problem-Solving learning model would improve the mathematics learning outcomes of students in class VIIIB at SMPN 14 Central Buton. The study involved 21 students, comprising 11 boys and 10 girls. The results were evaluated based on the Minimum Completeness Criteria, set at 65. Findings: Based on the results of the first cycle test, the average score was 68.25, with a classical completeness rate of 61.90%. In the second cycle test, the average score increased to 78.93, with a classical completeness rate of 85.71%. This indicates an improvement in student performance from the first to the second cycle. Significance: Based on the student learning outcomes described above, it can be concluded that the Double Loop Problem-Solving learning model can enhance the mathematics learning outcomes of students in Class VIII at SMP Negeri 14 Central Buton.
Enhancing Students’ Self-Confidence and Critical Thinking Ability in Identifying Physical and Chemical Changes Using Technology-Assisted Constructivist Approaches Ajayi, Victor Oluwatosin; Ameh, Rachael Folake; Alabi, Ayodeji Olorunmeye
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1367

Abstract

Purpose: This study examined the effectiveness of technology-assisted constructivist approaches—namely, the Predict-Explain-Observe-Explain (PEOE) and Invitation-Exploration-Proposing Explanation-Taking Action (IEPT) models—in enhancing senior secondary students’ self-confidence and critical thinking in identifying physical and chemical changes. Methodology: A quasi-experimental, non-randomized pre-test, post-test control group design was employed. Instruments used were the Physical and Chemical Changes Self-Confidence Scale (PCCSS) and the Critical Thinking Ability Test (CTAT), both validated by subject experts. The study population consisted of 5,543 SS1 Chemistry students in Dekina Local Government Area, Kogi State, Nigeria. A sample of 228 students from six schools was selected through multi-stage sampling. Four research questions and four null hypotheses guided the study. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings: Results indicated statistically significant differences in students’ mean self-confidence and critical thinking scores across the PEOE, IEPT, and traditional discussion groups [F(2, 227) = 2325.074, p < .05; F(2, 227) = 209.004, p < .05]. However, no significant interaction effects were found between instructional method and gender on students’ self-confidence or critical thinking scores [F(2, 227) = .085, p > .05; F(2, 227) = .225, p > .05]. Significance: The study concludes that technology-assisted constructivist strategies significantly improve students’ cognitive and affective engagement in Chemistry. It is recommended that Chemistry educators integrate the PEOE and IEPT models to foster deeper understanding, self-confidence, and critical thinking in distinguishing between physical and chemical changes.
Creation and Utilization of Collaborative-Predict-Explain-Observe-Explain (CPEOE) Instructional Package and Students’ Learning Outcomes in Chemistry in Nigeria Oluwatosin Ajayi, Victor
Journal of Research in Science and Mathematics Education Vol. 4 No. 2 (2025): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i2.1438

Abstract

Purpose: This research was on how to create Collaborative-Predict-Explain-Observe-Explain (CPEOE) instructional package and it investigated the effectiveness of utilizing CPEOE to enhance students’ learning outcomes in Chemistry in Nigeria. CPEOE was modified from Predict-Explain-Observe-Explain (PEOE) by the author to emphasize that, knowledge is a social construct and as a result, instruction need to involve learners working in teams or groups to easily and successfully accomplish a common goal. Methodology: The sample of this study was made up 152 SS2 Students that were drawn from 4 senior secondary schools in Ekiti State, Nigeria using multi-stage sampling technique. Quasi-experimental research design was adopted and the instrument used for data collection was Chemistry Learning Outcome Test (CLOT). Kuder-Richardson was used to ascertain the reliability which gave a reliability value of 0.93. Three research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 significance level using Analysis of Covariance. Findings: It was found that there is significant difference in the mean learning outcome scores between students taught Chemistry using CPEOE and those taught using discussion method in favour of CPEOE [F(1,151)=188.100, p<0.05]. It is found that there is no significant difference in the mean learning outcome scores between male and female students taught Chemistry using CPEOE [F(1,78)=163.100, P>0.05]. Significance: It was recommended that chemistry teachers should adopt CPEOE for teaching, since it was found to be an effective instructional package in improving students’ learning outcomes in chemistry.
Utilizing Visual Media to Improve Conceptual Understanding of Geometry Among Junior High School Students Supratman; Tundreng, Syarifuddin
Journal of Research in Science and Mathematics Education Vol. 4 No. 2 (2025): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i2.1570

Abstract

Purpose: This classroom action research aimed to improve junior high school students’ conceptual understanding of geometry through the integration of visual media within a cooperative learning framework. Methodology: The study was conducted in two cycles, involving 21 students, and followed the systematic stages of planning, acting, observing, and reflecting. During the pre-cycle, traditional lecture-based instruction led to low engagement and unsatisfactory academic performance, with only 42.86% of students achieving the minimum mastery criterion (KKM). In Cycle I, the implementation of visual media such as diagrams and illustrations combined with cooperative learning activities, led to a modest increase in students’ average scores and engagement levels. However, the mastery rate remained at 52.38%, indicating the need for instructional refinement. In Cycle II, improvements in media quality, structured group facilitation, and enhanced teacher support contributed to significant learning gains. The average class score rose to 80.95, and 90.48% of students met the KKM. Observations also revealed marked improvements in student activeness, collaboration, and confidence in expressing ideas. Findings: The findings confirm that visual media, when effectively integrated into cooperative learning, significantly enhances students' conceptual understanding of geometry-related content. Significance: This research suggests that visual learning strategies should be systematically embedded into science instruction to support deeper comprehension and promote inclusive, student-centered classroom environments.

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