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Journal of Research in Mathematics, Science, and Technology Education
Published by Scientia Publica Media
ISSN : 30476933     EISSN : 3047516     DOI : https://doi.org/10.70232/jrmste.v1i2
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The Journal of Research in Mathematics, Science, and Technology Education (JRMSTE) is a peer-reviewed, international academic open-access journal published by Scientia Publica Media. The journal is published twice a year, in April and October. The journal publishes original scientific research articles on a variety of topics in science, mathematics, and technology education and related areas in K-12 and higher education. It offers a forum in which a wide range of peer-reviewed research in these disciplines can be presented and adapted to everyday needs in schools, colleges, and universities. JRMSTE also publishes original research using a variety of qualitative, quantitative, and mixed methods approaches. Submitted manuscripts can be original research articles, reviews, or perspective papers. Priority is given to interdisciplinary research that integrates science, mathematics, technology education, and their interaction. The audience includes researchers, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Impact of Artificial Intelligence in TVET and STEM Education among Higher Learning Students in Malaysia Amdan, Mohammad Aniq Bin; Janius, Naldo; Saidin, Mohd Safwan Bin; Kasdiah, Mohamad Aidil Hazidi Bin
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.15

Abstract

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.
The Effect of Hybrid Teaching Strategy via Mobile Applications in Education on Students' Mathematics Achievement Alzoubi, Khaled Ahmed Aqeel
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.17

Abstract

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.
Exploring Experiential Learning: Perceptions of Working Postgraduates in Rwanda’s Weekend Mathematics Education Program Niyibizi, Onesme; Uwitatse, Marie Claudine
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.23

Abstract

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.
Leveraging AI and ICT for Greener Education in the Face of Climate Change in Smart Classrooms Chasokela, Doris; Hlongwane, Joseph
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.24

Abstract

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.
Enhancing Student Learning Through Collaborative Inquiry: Determining the Refractive Index of Various Substances Ruziyev, Islom; Sayfullayev, Behruz; Khushnazarov, Otabek; Abdimuminov, Akmal; Mamatkulova, Khadicha
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.27

Abstract

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.
Constructivism in Online Course Design of Skilled-based Courses and Its Impact on Student Achievement Roubides, Pascal; Roubides, Adwyn
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.34

Abstract

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.
Inquiry-Based Learning in Science: Mathematical Reasoning’s Support of Critical Thinking Kotsis, Konstantinos T.
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.35

Abstract

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.
The Satisfaction Level of Science and Mathematics Teachers with Their School Principals as Resident Supervisors in Enhancing Students’ Learning Bawaneh, Ali Khaled; Alghazo, Yazan M.; Rabab'h, Belal S.; Al-Hattami, Abdulghani
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.28

Abstract

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.
Junior High School Science Teachers’ Perception of Their Technological Pedagogical Content Knowledge (TPACK) Baah, Joseph Kobina; Owusu, Kofi Acheaw
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.31

Abstract

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.
Implementing Whole Brain Teaching Within A Pre-Service Teachers’ Introductory Programming Instruction: An Action Research Study Akinrinola, Fatimah Yetunde; Iposu, Nofiu Oriyomi
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.32

Abstract

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.

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