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Journal of Computer for Science and Mathematics Learning
Published by Scientia Publica Media
ISSN : 30476755     EISSN : 30474876     DOI : https://doi.org/10.70232/sgn5dj49
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal of Computers for Science and Mathematics Learning (JCSML) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is issued biannually in February and August. The journal publishes original results of scientific studies that primarily focus on the use of information technology in teaching science and mathematics. JCSML encourages the exchange of ideas in science, mathematics, computer science, education, and their interaction, covering both theoretical and applied research at all levels of education. It also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. The journal aims to provide a platform for researchers, educators, academics, programmers, and practitioners to disseminate innovative ideas, engage in critical discussions, and share empirical findings that contribute to the improvement of teaching and learning practices in these disciplines. Original research articles and review articles are considered for publication. The main criterion of acceptance is that the material should make a contribution to knowledge in this field. Priority is given to interdisciplinary research that integrates science, mathematics, and technology education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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AI Co-Creative Art Narrative and Emotional Mediation Research: A Computational Grounded Theory Analysis of “The Era of Prompts” Exhibition at Tainan Art Museum Hao-Chiang Koong Lin; Tao-Hua Wang; Ruei-Shan Lu
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.45

Abstract

Against the backdrop of rapid development in generative artificial intelligence technology, the definition, process, and evaluation standards of artistic creation are undergoing a profound transformation. This study takes “The Era of Prompts—A Challenge Letter from AI to Humanity” exhibition at Tainan Art Museum as the research field, employing mixed research methods to explore the multiple impacts and educational implications triggered by AI intervention in artistic creation. The research integrates exhibition ethnography, procedural scaffolding experimental design, and computational grounded theory analysis, conducting a three-stage learning journey experiment with 206 university students in southern Taiwan. The primary objective was to understand how university students perceive and engage with AI in the context of art creation, and to identify the core themes that emerge from their learning experiences. The main findings reveal five grounded themes of AI art learning: computational writing practice, emotional expression mediation, imperfection value reconstruction, collaborative relationship dynamics, and literacy requirement identification. These five themes interact spirally to form the theoretical model of “Adaptive Development of Art Learning in the AI Era.” The research concludes that art education in the AI era needs to construct new pedagogical paradigms that embrace technological innovation while maintaining human subjectivity, criticality, and emotional depth in creation. This study provides important references for theoretical construction and educational practice of AI art, offering a nuanced understanding of the human-AI creative partnership. The findings suggest that rather than viewing AI as a mere tool, it should be approached as a collaborator, a mediator of emotional expression, and a catalyst for re-evaluating the very nature of creativity. This research contributes to the fields of art education, human-computer interaction, and digital humanities by providing an empirically grounded framework for designing and evaluating AI-integrated learning environments.
Availability and Utilization of Mobile Technology Tools in Chemistry Education Instructional Delivery: A Survey Research Blessing Chinyere Cleopas; Kesiena Jesse Ohwofasa
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.47

Abstract

The study investigated the availability and utilization of mobile technology tools in chemistry education instructional delivery: A survey research. The population of the study was all the 400 level and 300 level students in chemistry education, Department of Science Education, Federal University Otuoke. A total population sampling technique was used to purposively select all the students in 400 level (53) and 300 level (38) in chemistry education as the sample (91) for the study. Three instruments, which included a checklist and two questionnaire were used for the collection of data for the study. These were 10 items check list on the availability of mobile technology tools in chemistry education instructional delivery, a 10 items questionnaire on the utilization of mobile technology tools in chemistry education instructional delivery, and a 10 items questionnaire on challenges militating against mobile technology tools in chemistry education instructional delivery. Three purposes and research questions guided the study. Cronbach’s alpha was used to get a reliability index of 0.9 for each of the instruments for the study. Mean and standard deviation were used as statistical tools for data analysis. Findings revealed that students have technology tools for learning, but these tools are not maximally utilized. Also, prevailing issues abound, militating against the utilization of technology tools for teaching and learning. Significantly, the study has provided evidence on the availability of technology tools at students’ disposal and challenges contributing to under-utilization of these tools in teaching and learning to improve the performance of chemistry students. Recommendations included that adequate support, training of lecturers and students would enhance integration of technology tools, which would further aid teaching and learning and improve academic achievement of students in Federal University Otuoke.
A Design-Based Professional Development Module for Enhancing Mathematics Teachers’ Calculus Instruction Using GeoGebra Bernard Justus Wekullo
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.50

Abstract

This is a three-week professional growth module for secondary mathematics teachers. The treatment aims to strengthen teachers’ ability to teach definite and indefinite integrals by integrating GeoGebra into calculus instruction. Informed by design-based research (DBR) principles, the professional growth module is conceptualized as an evolving instructional system that is refined through repeated implementation, analysis, and redesign, aligning theory, instructional design, and real-world practice. The module draws on constructivist principles, emphasizing learning through interaction, interpretation, and reflection. The instructional design is based on the Technological Pedagogical Content Knowledge (TPACK) framework, highlighting the coordinated integration of disciplinary knowledge, instructional strategies, and digital tools. The module is structured into three scaffolded phases, with Week One dedicated to strengthening teachers’ conceptual understanding of integration, particularly the ideas of accumulation and the area under a curve. Week Two emphasizes the development of digital literacy and symbolic skills by engaging teachers in structured GeoGebra explorations, where they dynamically model calculus concepts and connect algebraic, graphical, and numerical representations. Week Three targets instructional competence, requiring participants to design lesson plans, deliver mock teaching sessions with GeoGebra, provide peer feedback, and reflect on their pedagogical approaches. To capture changes in teachers’ conceptual understanding, digital literacy, and teaching approaches, data will be generated through pre- and post-Evaluations, reflective surveys, observations, and teaching and learning artifacts. Rather than treating the professional growth module as a static treatment, this study adopts an iterative design-based perspective that allows continuous refinement of both instructional activities and Evaluation tools. By examining teachers’ learning across conceptual, technological, and pedagogical dimensions, the study contributes a replicable model for a blended professional growth module for teaching calculus in secondary schools.
Equipping Mathematics Pre-Service Teachers for the Digital Classroom: Research on Tools, Pedagogies, and Instructional Design Bernard Justus Wekullo; Romario Montano Ramos; Ana Huber Castillo
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.51

Abstract

This systematic literature review (SLR) synthesizes research published between 2014 and 2024 on preparing pre-service mathematics teachers (PSTs) for technology-enhanced classrooms. The study addresses the growing global expectation for teacher education programs to integrate digital tools and constructivist pedagogies while promoting equity and conceptual understanding in mathematics instruction. Despite these demands, PSTs often struggle to balance technological, pedagogical, and content knowledge, relying on traditional methods that limit authentic technology use. Guided by three research questions, the review examined: (a) how digital tools such as GeoGebra, 3D printing, and collaborative platforms influence PSTs’ mathematical understanding and real-world application; (b) how constructivist, technology-based strategies like flipped classrooms and peer learning affect engagement, confidence, and instructional planning; and (c) what factors shape PSTs’ ability to evaluate and integrate digital resources into student-centered, standards-aligned instruction. Using a rigorous SLR process across five major databases (Google Scholar, Scopus, Web of Science, ERIC, JSTOR), 24 peer-reviewed studies were analyzed through Garrard’s Matrix Method and thematic coding. Findings reveal that digital tools enhance representational fluency, problem-solving, and Technological Pedagogical Content Knowledge (TPACK), while constructivist approaches foster engagement, autonomy, and reflective practice. However, persistent challenges, such as inequitable access to technology, limited interdisciplinary training, and entrenched procedural teaching beliefs, constrain integration. Factors influencing adoption include pedagogical orientations, institutional support, and collaborative opportunities. The review concludes that the intentional, scaffolded integration of emerging technologies within constructivist frameworks strengthens PSTs’ readiness for 21st-century classrooms. However, the small sample of 24 articles and the exclusion of sources like gray literature limit the study’s generalizability. Nevertheless, the findings can guide teacher educators, curriculum designers, and education ministries in promoting equitable, technology-rich mathematics education through authentic digital inquiry and targeted professional development.
Exploring Learner Perceptions of AI-Driven Chatbots in a Zimbabwean Higher Education Context Fungai Mushonga; Andrew Mangena
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.52

Abstract

Artificial intelligence (AI) has found its way into higher education institutions through rapid advancements in technology. Zimbabwe’s Ministry of Higher and Tertiary Education, Science, Innovation and Technology Development (MHTESITD) adopted Heritage-based Education 5.0 for the digitalisation of operations and curricula in Higher Education (HE). This has put pressure on institutions to adapt and seek ways of accelerating the AI-driven digitalisation of curricula and activities. Currently, there are ongoing dialogues and debates on the ethical and societal implications of adding AI into the curriculum. The purpose of the study was to investigate the perceptions of learners and intentions to adopt and use AI-chatbots in a higher education institution (HEI). The learner’s preferences were explored using a qualitative research approach within an interpretivist paradigm. Semi-structured interviews were conducted in the pilot study to test the validity of the questions, and an online open-ended questionnaire was used to collect primary data that was thematically analysed. Ethical considerations such as privacy, consent, credibility, and trustworthiness were ensured in the study. Analysis of results revealed that participants would comfortably increase their use of AI-chatbots on condition that the HE institutions align plagiarism regulations with ethics, ensure data privacy, accuracy, and security in learning and teaching. The relevance of this study shows how learners have adopted AI technologies while leaving the HE institutions behind in the digitalisation of operations and curricula. These findings can be used in active participation in policy debates and considerations for inclusive, effective, and ethical adoption of AI-chatbots in HE.
The Duality of Flexibility in Emergency Remote Teaching: A Jordanian University Student Perspective Khaled Ahmed Aqeel Alzoubi
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 1 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i1.54

Abstract

Flexibility, a cornerstone of online distance education, enables learners to access instructional content asynchronously from dispersed locations. However, this individualization of learning temporality and spatiality can obscure disparities in learners’ access to domestic resources, potentially exacerbating social inequities. This qualitative study examines how the flexibility inherent in Emergency Remote Teaching (ERT) shaped the academic experiences of students from diverse social groups at Jordanian universities during the COVID-19 pandemic. Grounded in a synthesis of capital theory and self-regulated learning (SRL) models, the investigation focuses on the intersection of socioeconomic status, gender, and regional background. Through thematic analysis of semi-structured interviews with 50 undergraduate and graduate students, four pivotal mediating factors were identified: spatial capital, temporal capital, temporal agency, and temporal intensity. Findings reveal that the capacity to benefit from ERT’s flexibility was unevenly distributed. Students with higher socioeconomic status and urban residency typically possessed superior spatial and temporal capital, allowing them to leverage asynchronous learning effectively. In contrast, students from rural areas, lower-income households, or those with significant familial or occupational obligations experienced flexibility as a source of stress and academic disadvantage, often due to deficient infrastructure, limited quiet study space, and constrained time. The study concludes that flexibility is not an inherent pedagogical good but a dimension that interacts with pre-existing inequalities. To foster inclusive flexibility, higher education institutions must move beyond a one-size-fits-all model by providing targeted SRL support, ensuring equitable access to essential digital and spatial resources, and adopting pedagogies sensitive to students’ divergent domestic contexts. This research underscores the urgent need to build more equitable and resilient digital learning ecosystems.
From Chalkboards to Cyberspace: The Role of Augmented and Virtual Reality in Transforming Mathematics Education Brindha Devi Sairam; Radhakrishnan Ramnath
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 2 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i2.55

Abstract

The integration of immersive technologies, such as Augmented Reality (AR) and Virtual Reality (VR), is reshaping educational landscapes, particularly in mathematics instruction. These tools provide dynamic visualizations and interactive simulations that bridge the gap between abstract theories and experiential learning. This narrative review explores the evolving role of AR and VR in mathematics education, emphasizing their application in understanding three-dimensional (3D) geometric concepts. The review seeks to address two main questions: (a) How are AR and VR technologies applied in the teaching of mathematics? (b) To what extent do immersive learning environments enhance students’ understanding and achievement in 3D geometry? Recent research indicates that AR and VR contribute to improved conceptual understanding, increased engagement, and enhanced spatial visualization by enabling learners to interact with mathematical objects in realistic and immersive settings. These technologies promote active learning and the development of higher-order thinking skills, while motivating students through experiential engagement. The review finds that AR and VR possess significant transformative potential for mathematics education, offering innovative pathways for conceptual growth and cognitive involvement. To fully realize this potential, future research should prioritize scalable implementation strategies, comprehensive teacher training, and an assessment of the long-term pedagogical impact of immersive technologies within classroom settings.
AI-Supported Digital Tools for Enhancing Learning Outcomes in Science and Mathematics Education Edwin Gerardo Acuña Acuña
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 2 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i2.57

Abstract

Particularly in science and math classes where students struggle with abstract thinking, conceptual comprehension, problem-solving, and sustained academic engagement, Artificial Intelligence (AI) has grown in importance as a component of instructional technology. As a result, AI-enabled digital solutions provide chances for data-driven teaching support, adaptive feedback, and personalized learning pathways. With a focus on conceptual comprehension, problem-solving skills, academic engagement, and self-directed learning, this research sought to determine the degree to which AI-powered digital tools improve students’ learning outcomes in science and mathematics. The study used a mixed-methods approach, combining qualitative information from student comments and classroom observations with quantitative assessments of academic progress. The research was conducted in upper secondary and postsecondary educational environments. Science and math classrooms are using AI-supported technology like data-driven instructional dashboards, intelligent feedback mechanisms, and adaptive learning systems. While qualitative data offered insight into student participation, classroom interaction, and perceived learning assistance, quantitative data were used to evaluate students’ learning performance before and after the intervention. The results show that using AI-supported digital tools enhanced learning outcomes, especially in courses that call for gradual conceptual expansion, abstract cognition, and iterative reasoning. Additionally, qualitative data indicated that students benefited from increased autonomy during learning activities, timely feedback, ongoing observation, and personalized learning paths. The research comes to the conclusion that, when paired with curriculum goals and efficient instructional design, AI-supported digital tools should be seen as cognitive and pedagogical support systems rather than just technical advancements that might enhance science and math teaching.
Impact of Demonstration and Animation Videos in Flipped Classroom on Chemistry Students’ Performance Oluwole Caleb Falode; Ibrahim Abba Mohammed; Glory Thomas; Abdulsalam Ovidi Yusuf
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 2 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i2.59

Abstract

The persistent underperformance of chemistry students in Nigeria remains a growing concern among educators and policymakers. This challenge is largely driven by the subject’s conceptually demanding nature and educators’ limited adoption of technology-driven instructional approaches, even as chemistry continues to underpin critical sectors such as medicine, engineering, and national development. Against this background, this study examined how the use of demonstration and animation videos within flipped classroom environments affects students’ academic outcomes in Niger State, Nigeria. Specifically, the study assessed the impact of these instructional approaches on students’ achievement scores, retention, and attitude toward chemistry. We used a pre-test post-test quasi-experimental design and purposively sampled 144 students from three intact classes in three schools. Descriptive statistics were employed to address the research questions, while Analysis of Covariance, Sidak post-hoc comparisons, and independent samples t-test were used to test the stated hypotheses at a 0.05 significance level. The findings showed statistically significant improvements in both achievement (F(2,140) = 49.945, p = 0.000, η² = 0.927) and retention (F(2,140) = 70.083, p = 0.000, η² = 0.859) among students in the flipped classroom groups relative to those taught conventionally. Attitude scores, however, did not differ significantly between the demonstration and animation groups, implying both approaches were equally effective in enhancing positive dispositions toward chemistry. These outcomes point to a compelling need for pedagogical transformation in Nigerian chemistry classrooms, with a shift toward more technology-integrated and learner-centered instructional methods in Nigerian schools.
Pedagogical Innovation in Statistics Teaching and Learning Using 5I’s Framework with Teachers and Teacher Educators: An Action Research Study Sam Ol Kong; Seng Set; Chanphearun Sam
Journal of Computers for Science and Mathematics Learning Vol. 3 No. 2 (2026): Journal of Computers for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jcsml.v3i2.63

Abstract

This action research study sought to investigate how the implementation of the 5I’s pedagogical framework (Impress, Identify, Inspire, Inspect, Invoke) facilitates pedagogical innovation in statistics teaching and learning among teacher educators and teachers enrolled in a Master of Education program at Phnom Penh Teacher Education College (PTEC). The research employed a mixed-methods study, addressed the historical legacy of teacher-centered, rote-learning approaches in teaching and learning, and gathered data from participants over the course of a 15-week intervention using conceptual understanding pre- and post-test assessments, attitude surveys, and reflective learning logs. The Quantitative data were compared using paired samples t-tests with effect sizes calculated using Cohen’s d and inferential statistics, while survey responses were analyzed using descriptive statistics and Wilcoxon signed-rank tests. Qualitative data were analyzed using a combination of deductive and inductive approaches. The results demonstrated statistically significant improvements in conceptual understanding and positive shifts in interest, beliefs, and self-efficacy. While the qualitative analysis revealed transformative learning experiences characterized by emotional transitions from anxiety to agency, enhanced professional relevance, and the development of statistical habits of mind. The study illuminates how the 5I’s framework serves as a catalyst for pedagogical change by providing a structured yet flexible model that reconciles traditional Cambodian educational values with contemporary constructivist approaches. Findings also contribute to understanding how contextually responsive pedagogical innovations can facilitate meaningful pedagogical change in statistics teaching and learning within the Cambodian context, effectively enhancing conceptual understanding, fostering interest, and transforming beliefs about statistics among Cambodian teachers and teacher educators.

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