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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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Evaluating the Effectiveness of a Mathematics Word Problem Mobile App in Enhancing Problem-Solving Skills Among Lower Secondary Students in Kicukiro District, Rwanda Niyitegeka, Thierry; Kamuhanda, Dany
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.v3i2.60

Abstract

Integrating technology into education has proven effective in enhancing both teaching and learning outcomes. In Rwanda, despite efforts to improve mathematics education, lower secondary students still perform poorly in solving word problems, as highlighted in national examination reports from 2019 to 2022 (NESA, 2023). This study aimed to evaluate the usability and effectiveness of a Mathematics Word Problem Mobile Application (Maths app) in improving students’ problem-solving skills. The Maths app was developed in alignment with Rwanda’s Competence-Based Curriculum (CBC), incorporating word problems across key mathematics topics such as Geometry, Algebra, Statistics, and Probability. The study used a mixed-methods approach and was conducted in two purposively selected day secondary schools in Kicukiro District. A total of 40 (32 males and 8 females) students participated in surveys, while a group of 20 (18 students and 2 teachers) took part in the usability evaluation. An additional 9 participants were interviewed. Purposive sampling targeted students with access to mobile phones and experienced mathematics teachers. Data collection methods included surveys, interviews, and the System Usability Scale (SUS). Quantitative data were analyzed using descriptive statistics and paired t-tests via SPSS, while qualitative responses were examined thematically. Findings revealed a significant improvement in students’ problem-solving skills, demonstrated by higher posttest scores. The Maths app received a high SUS score of 80.875, indicating strong usability. Participants highlighted the app’s alignment with the curriculum and its interactive features as major strengths. The study concludes that the Maths app is a valuable tool for enhancing mathematics learning among lower secondary students. It recommends future improvements, such as expanding the range of word problems and enabling offline access, to support broader implementation and accessibility in resource-constrained environments.
Enhancing Independent Learning and Conceptual Understanding of Integration in Higher Education Mathematics with Photomath Niyibizi, Onesme; Singirankabo, Jean Nepomuscene
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.v3i2.61

Abstract

This study investigated the potential of the Photomath application to promote self-directed learning and integrated conceptual understanding among first-year pre-service mathematics teachers studying at a private higher learning institution during the 2024–2025 academic year. Fastened in a quantitative quasi-experimental survey design, the study targeted 46 purposively selected students pursuing mathematics-related subject combinations. Data were collected using a validated Likert-scale questionnaire designed to capture students’ attitudes, learning autonomy, and levels of conceptual understanding. The instrument demonstrated acceptable internal consistency, with reliability coefficients ranging between 0.76 and 0.84. Statistical analysis using Multivariate Analysis of Variance (MANOVA) revealed statistically significant effects of Photomath usage on students’ attitudes toward mathematics, their conceptual understanding, and their capacity for independent learning. The findings indicated that the app positively influenced learners’ motivation and engagement by providing immediate feedback and step-by-step solution pathways. These features enabled students to follow logical problem-solving processes, thereby supporting deeper engagement with mathematical procedures and concepts. Participants further reported that Photomath facilitated the integration of mathematical ideas through its visual representations, symbolic explanations, and structured guidance. Such affordances supported self-directed learning by allowing learners to verify solutions independently, revisit explanations, and regulate their own pace of learning. While a minority of respondents expressed concerns regarding potential overreliance on the application and the risk of superficial understanding when used uncritically, the overall perceptions remained strongly positive. In conclusion, the study demonstrates that Photomath functions not only as a computational tool but also as a pedagogical aid that supports learner-centered instructional approaches. When used thoughtfully, the application has the potential to enhance conceptual understanding, foster autonomy, and complement formal mathematics instruction in higher education contexts.
Mayer’s Model of Solving Routine and Non-Routine Problems in Linear Word Problems Awindago, Azobit Charles; Ali, Clement Ayarebilla
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.v3i2.62

Abstract

The Mayer model posits that students learn better from words and pictures than from words alone [HPX1.1], since dual representation of knowledge helps learners to construct verbal and pictorial mental models together and build connections between them. This study adopted Mayer’s (1985) model, consisting of problem translation, problem integration, solution planning, and solution execution, to examine problem-solving tasks. The objectives of the study were to translate, integrate, plan, and execute the four phases of linear word problems [HPX2.1]. The methods deployed a convergent parallel design to collect quantitative and qualitative data to compare and interpret the findings. The population was 638 students, comprising 400 and 238 from schools A’ and B’, and the sample was 350 students, comprising 200 and 150, respectively. And the ages ranged from 15 to 19 years [HPX3.1]. The data were collected through questionnaires and interview guides to complement and enhance validity and reliability. The data was analyzed through descriptive statistics and documents. The respondents had ethical consent, anonymity, permission, and voluntary participation. The key findings showed that the translation phase showed a significant negative statement, but a high presence of undecided responses across both non-routine linear word problems. Integration showed higher performance of students at higher percentiles, even though there were pronounced disparities between routine and non-routine linear problems, with routine problems showcasing higher average scores and less variability compared to non-routine problems. The planning phase showed differences in solving non-routine linear problems in expansion errors, clearing fractions, opening brackets, and grouping like terms. The execution phase consistently showed high percentages of errors in variable definitions and distribution. To minimize errors, we concluded that targeted interventions should strengthen and promote multidisciplinary, transdisciplinary, and interdisciplinary approaches to allow learners to translate, integrate, plan, and execute the four phases of linear word problems.
Map and Trends in International Production on Biology Education Matias, Hugo Juliano Duarte; de Souza, Barbara Oliveira
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.v3i2.63

Abstract

This study maps publications on biology education in the Web of Science database, aiming to understand its development and the most recent trends. A sample of 422 scientific articles was selected. Their metadata was bibliometrically analyzed using tools from the Bibliometrix statistical package. After reading the abstracts, the articles were categorized according to their type, research participants, thematic focus, and research design. It was found that publications on biology education have been growing, especially after 2014. The three main journals, the ten main authors, and the ten most impactful works in relation to the analyzed corpus are identified. The analyses showed that there is a small group of more prolific authors amidst a large mass of researchers with one or two publications, a proportion that suggests a dispersion of interest in the topic. The most important themes in the structure of academic production are related to “misconceptions” and “evolution,” which are among its motor themes, while descriptors such as “knowledge” and “concepts” stand out among the basic themes of the field. This suggests the importance of discussing the conceptual structure of biological knowledge, highlighting beliefs, attitudes, and the understanding of basic concepts. The thematic structure also reveals a concern with the training of biology teachers. The research reported is mainly survey-based, conducted with higher education students, and refers to teaching strategies or materials and psychological factors related to the teaching-learning process. Given the sample, research in the area is still dispersed among many authors who publish few works and cooperate little, which seems to indicate that the field is still seeking unity.

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