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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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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.

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