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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 34 Documents
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Mediating Role of Learning Skills in the Relationship between Student Achievements in Basic Science and Teaching Skills in the Twenty-First Century in Government-aided Secondary Schools Aja, Lucy; Abonyi, Okechukwu Sunday; Green, Balafama; Muhammad, Tukur; Elom, Iruka John; Lubega, Mohammad; Otitoju, Aquila Modupe
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.v2i2.39

Abstract

This study investigated the mediating role of learning skills in the relationship between student achievements in basic science and teaching skills in government-aided secondary schools in Ebonyi State, Nigeria. The study utilized a cross-sectional correlation research design. The target population encompasses 17 secondary schools of 9,062 students from the 2023/2024 academic session. A sample size of 340 students was selected using a stratified random sampling technique through Cochran’s formula. A self-structured questionnaire was developed and rigorously evaluated for coherence, relevance, and clarity, with revisions from science education experts incorporated into the final version. A pilot study involving 45 participants outside the main sample area confirmed the validity and reliability of the instrument, achieving a Cronbach’s alpha coefficient of 0.775, surpassing the acceptable threshold of 0.70. The data collected were analyzed using SPSS version 27 and descriptive statistics to address key research questions related to student achievement levels, perceived teaching skills, and learning skills. The findings indicated that students demonstrate a robust understanding of basic science concepts, indicating effective teaching methods. However, a gap existed between students’ theoretical knowledge and their confidence in problem-solving, highlighting the need for enhanced problem-based learning strategies. The study also revealed that while students showed high motivation for assignments, traditional assessments may not fully capture their comprehension. Furthermore, there are limited opportunities for collaborative projects and technology integration, and challenges remain in fostering higher-order thinking skills. The study also showed that students expressed the importance of constructive feedback and hands-on learning, but required additional support for self-reflection and active participation. Finally, improving teacher-student relationships and creating a more inclusive learning environment are essential for enhancing educational outcomes. From the results’ findings, the researchers recommended that the PBL strategy, technology, and collaboration should be integrated into students’ learning.
STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development Mutseekwa, Christopher; Zimuto, Cefas Nyasha; Manunure, Kevin; Maeresera, Jones
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.v2i2.40

Abstract

Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Improving Students’ Critical Thinking Skills Through the Development of E-Learning-Based Chemistry Textbooks Wahyudiati, Dwi; Qurniati, Devi
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.v2i2.41

Abstract

This study was conducted with the aim of developing an effective and feasible e-learning-based chemistry textbook intended to enhance students’ critical thinking abilities. The development process adhered to the ADDIE model, providing a systematic framework for the design of educational materials. Participants in the study consisted of first-semester chemistry education students at the Faculty of Tarbiyah and Teacher Training, UIN Mataram. Data were collected using both test and non-test instruments. Non-test instruments were employed to evaluate the feasibility of the e-learning-based chemistry textbook, whereas test instruments were used to measure students’ critical thinking skills. The study was carried out in two primary stages: validation of the product and trials involving chemistry education students at UIN Mataram. For the trials, a quasi-experimental design with a pre-test/post-test control group was implemented. The results of the study led to the following conclusions: (1) The developed e-learning chemistry textbook attained validity scores ranging from 0.857 to 0.905, classifying it as very high, with a reliability coefficient of 0.865. These results indicate that the textbook is valid and reliable for use in Basic Chemistry courses at the tertiary level. (2) Analysis using an independent samples t-test revealed a significance value of 0.018, below the alpha threshold of 0.05, confirming that the e-learning chemistry textbook is effective in improving students’ critical thinking skills. Overall, the findings demonstrate that the developed e-learning-based chemistry textbook is both valid and reliable, and it effectively enhances students’ critical thinking abilities.
Handling Language Difficulties in Mathematical Word Problems Using Innovative Language-Supportive Pedagogy Christopher, Emily; William, Francis
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.33

Abstract

This study examined the extent of language-related difficulties encountered in teaching and learning secondary school mathematics word problems and subsequently developed exemplary Language-Supportive Pedagogical (LSP) materials to mitigate these difficulties. The idea was raised because, despite the importance of mathematics in human life, reports show that its achievement worldwide is still low. In Tanzania, for example, the subject has performed poorly in national examinations, particularly in ordinary-level secondary education. According to national examination reports based on item analysis, students attempt questions incorrectly because they do not understand the demands of the questions, likely due to low language proficiency. This study aimed to develop LSP materials that help teach mathematics through user-friendly language. The social constructivism theory of learning, building on the work of van den Akker (2010), was employed to provide guidelines and principles for material design. After being piloted to gauge their feasibility, the language supporting materials were ultimately assessed to determine their effectiveness. Tests, questionnaires, interviews, and observation were used to gather both qualitative and quantitative data in an adaptation of developmental research. The study involved three secondary schools (a pilot school with 40 students, an intervention school with 48 students, and a control school with 41 students), three mathematics experts from the university, four teachers of mathematics, and Form IV students purposely sampled. The proposed design guidelines and principles for the material employed LSP characteristics that focused on simple language and context-based activities, pictures, real materials, and a mathematics glossary. Findings from formative and semi-summative evaluations indicate that teachers and students showed the need for language supportive materials in mathematics that could address the observed difficulties. During the post-test, students who were taught using LSP materials performed better than those who used the conventional approach.
Does Emotional Intelligence Drive Better Grades in Computer Studies? A Predictive Analysis Ozumba, Jane Nkiruka; Okigbo, Ebele Chinelo; Nwune, Emmanuel Chibuike
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.47

Abstract

The study investigated students’ emotional intelligence as a predictor of their achievement in Computer Studies in Awka Education Zone. The study was guided by two research questions and two hypotheses. It adopted the correlation survey research design on a population of 14,657 senior secondary two (SS2) students, out of which a sample of 390 students was obtained using Taro Yamane’s formula. However, only 335 (128 males and 207 females) students, representing 85.9% of the sample size, accurately completed the administered questionnaires and thus were used as the sample for the study. Emotional Intelligence Scale (EIS) with a Cronbach alpha reliability coefficient of 0.79 was used for collecting data for this study. Three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka, validated the instrument. Data were collected by direct administration of the instruments to the students. Also, the second-term examination results of the students in Computer Studies for the 2023/2024 academic session were used as the achievement scores for the study. The data were analysed using the Pearson product-moment correlation Coefficient and regression analysis. The study’s findings revealed that emotional intelligence significantly predicted students’ academic achievement in Computer Studies. Also, the findings showed a moderating gender influence in the prediction in favour of the female students. The study’s findings imply that Computer studies teachers, as well as other educational stakeholders, should not just focus on helping students attain cognitive intelligence. These stakeholders should give emotional intelligence sufficient attention in the classroom, considering its significant role in predicting students’ academic achievement.
The Role of Realistic Mathematics Education in Teaching Mathematics from the Perspective of Mathematics Teachers Ghunaimat, Mohammad Ali
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.49

Abstract

The National Center for Curriculum Development, in cooperation with the Jordanian Ministry of Education, has implemented significant modifications to its mathematics curriculum. These modifications focus on connecting mathematics education to students’ real-life experiences and highlighting the role of mathematics in practical applications. Therefore, this study aimed to demonstrate the role of Realistic Mathematics Education (RME) in mathematics teaching and its positive impact as a teaching method, from the perspective of mathematics teachers using the revised curriculum. The study employed a descriptive research methodology, designing a questionnaire to assess the role of RME in mathematics instruction. Frequencies and averages of responses from mathematics teachers were calculated. Descriptive research, used in field research, helps to define the role of RME accurately and clearly. The study population consisted of 474 teachers, and the sample comprised 271 teachers. The findings show that RME plays a significant role in enhancing mathematics learning at the basic stage, with an overall high rating. Teachers emphasized that RME is most effective in providing students with meaningful mathematical knowledge and deep understanding, fostering creative and critical thinking through realistic activities, and encouraging learners to connect mathematical ideas with real-life examples. Overall, RME supports student-centered learning, strengthens enthusiasm, links mathematics to everyday situations, and promotes interdisciplinary connections, making mathematics more relevant, engaging, and deeply understood. The results also showed no significant differences in mathematics teachers’ responses to the questionnaire based on gender or academic qualifications. The study’s findings also help curriculum designers in Jordan evaluate the Jordanian curricula developed between 2019 and 2022 and obtain feedback on the updated curricula and their impact on teaching. This study is one of the few that has shed light on these curriculum developments.
Effect of Diverse Assessment Methods on Undergraduate Engineering Students’ Performance in Mathematics Courses Rai, Nandini; Thakkar, Yogesh; Salvi, Ravindra
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.53

Abstract

Assessment plays a crucial role in shaping how students engage with mathematics in engineering programs. Traditional summative examinations often emphasize rote learning rather than problem-solving or conceptual understanding. This study investigates the impact of diverse assessment methods—including online quizzes, assignments, poster presentations, viva voce, mathematical software applications, note checking, and class participation—on undergraduate engineering students’ performance in mathematics courses. The objectives were to evaluate which assessment strategies most effectively enhance learning outcomes and to provide actionable insights for improving assessment practices in higher education. A quasi-experimental design was employed with a sample of second-year undergraduate engineering students enrolled in core mathematics courses. Data were collected using structured quizzes, software-based tasks, poster presentations, viva assessments, and student surveys, and analyzed using descriptive and inferential statistics. Findings revealed that interactive and technology-driven methods, such as online quizzes and mathematical software tasks, had the strongest positive influence on student performance, while passive methods like note checking showed minimal impact. Assignments and viva voce were perceived as valuable for developing analytical reasoning and verbal articulation, although they sometimes generated stress. Poster presentations were effective in enhancing communication and creativity, but received mixed responses regarding mathematical depth. These results align with educational psychology frameworks, suggesting that active engagement reduces cognitive load and enhances intrinsic motivation. The study concludes that integrating diverse and interactive assessments fosters deeper conceptual understanding, problem-solving ability, and sustained engagement among engineering students. Implications for faculty, curriculum developers, policy makers, and educational technologists are discussed, particularly in terms of redesigning assessment frameworks and supporting professional development for educators.
Efforts to Improve Critical Thinking Through the Discovery Learning Model on Benzene Material at De Britto College Senior High School Setyowati, Suci Puji
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.56

Abstract

Critical thinking is one of the essential 21st-century skills that must be fostered in chemistry learning. However, observations indicate that students still struggle to connect the concept of benzene with a deep understanding, resulting in suboptimal development of critical thinking skills. This best practice aims to describe the implementation of the discovery learning model in enhancing the critical thinking skills of twelfth-grade MIPA 2 students at Kolese De Britto Senior High School, Yogyakarta, on the topic of benzene. The study was conducted with 29 male students aged 17–18 years. The discovery learning model was implemented through six instructional stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The research instruments consisted of (1) a critical thinking test covering interpretation, analysis, evaluation, and inference with five essay questions; (2) a student activity observation sheet with ten engagement criteria; (3) open-ended interviews with six guiding questions to explore learning experiences; and (4) documentation in the form of field notes and students’ group work. Instrument validity was established through expert judgment, while the reliability of the test was analyzed using Cronbach’s Alpha coefficient of 0.82 (high category). The results revealed a significant improvement in students’ critical thinking skills. The average test score increased from 58.3 (pre-implementation) to 74.6 (initial cycle), and further to 86.2 (final practice). The N-gain analysis yielded 0.67, categorized as medium-to-high. Observations also indicated enhanced student participation in discussions, the ability to pose questions, and independent conclusion-making. In conclusion, this best practice demonstrates that the discovery learning model is effective in improving students’ critical thinking skills in learning benzene. The limitation of this study lies in the relatively small number of participants and the restricted context of a single school. Therefore, further research with a larger population and different chemistry topics is recommended to strengthen the generalizability of the findings.
TPCK of Mathematics Trainee Teachers: A Comparison using Mahalanobis Distance Sen, Subir; Saha, Birbal
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): 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.v3i1.57

Abstract

This body of knowledge, known as ‘Technological Pedagogical Content Knowledge (TPCK)’, is essential to teaching both today and in the future. Teachers possess a high degree of knowledge that is based on ‘Pedagogical Knowledge (PK)’, ‘Technological Knowledge (TK)’, ‘Content Knowledge (CK)’, ‘Technological Pedagogical Knowledge (TPK)’, ‘Technological Content Knowledge (TCK)’, and ‘Pedagogical Content Knowledge (PCK)’. This research work was done by collecting data from B.Ed. trainee teachers with mathematics as a method subject in West Bengal, India. The objective of the study is to compare the TPCK knowledge base of mathematics trainee teachers with respect to gender and residence. The descriptive Survey Method is followed. Trainee teachers with mathematics as a method subject from West Bengal, India, are taken as a sample. The TPACK-Math Scale by Önal (2016) is used for this study. Collected data is prepared by using MS Excel, analysed by SPSS 26, JASP 0.18.1, and MATLAB 2021b. Descriptive statistics (Mean, SD, and Covariance) and inferential statistics (Mahalanobis Distance) are used for this study. Calculated value of Mahalanobis Distance between male and female is 0.3417 (<1) and between rural and urban is 0.6625 (<1). There is no significant difference between male vs female and rural vs urban mathematics trainee teachers with respect to ‘TK’, ‘PK’, ‘CK’, ‘TPK’, ‘TCK’, ‘PCK’, ‘CNTK’, and ‘TPCK’. It is concluded that the dynamical nature of the knowledge base considered for the present study is independent of gender and residence of trainee teachers. Possible causes for such a non-significant finding in the educational research context are discussed. A comprehensive interpretation of the inherent limitations is acknowledged, and to overcome these limitations and deepen the understanding of TPCK development in mathematics education, further research is suggested.
Determining the Acceleration Due to Gravity Using a Smartphone-Based Pendulum System Uy, Edison L.; Eredia, Ma. Noreen R.; Verzosa, John Lawrence A.; Cabanacan, Katrina M.; Mendaño, Rezy V.; Lim, Carmen R.
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 2 (2026): 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.v3i2.58

Abstract

This study aimed to find the acceleration due to gravity using a smartphone pendulum system with the Phyphox application. As the need for new ideas and real-world applications in science education increases, researchers have explored how mobile sensor technology can provide a more precise and user-friendly alternative to traditional stopwatch methods. A simple pendulum setup, consisting of a smartphone, a string, and a fixed support, was used to record oscillation periods at different lengths. Data were analyzed by plotting the square of the time period against the length of the pendulum, which allowed for the calculation of local gravitational acceleration through linear regression. The computed value of acceleration due to gravity was 8.86 m/s², differing by 9.41 percent from the accepted standard value of 9.81 m/s². This difference falls within an acceptable range for classroom experimentation, considering potential error sources such as air resistance, timing delays, and misalignment. The study aimed to achieve four main objectives: to collect data from different pendulum lengths, to calculate local gravity, to compare the results with the standard value, and to verify the accuracy of the experiments. The findings indicate that smartphones can successfully reinforce physics concepts and support hands-on, inquiry-based learning. Using mobile apps boosts engagement, curiosity, and essential skills for the twenty-first century. As schools seek affordable ways to teach laboratory concepts, mobile sensor technologies like Phyphox provide a practical and accessible solution, particularly for classrooms lacking traditional lab equipment.

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