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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 39 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 Thierry Niyitegeka; Dany Kamuhanda
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 Onesme Niyibizi; Jean Nepomuscene Singirankabo
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 Azobit Charles Awindago; Clement Ayarebilla Ali
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 Hugo Juliano Duarte Matias; Barbara Oliveira de Souza
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.
A Systematic Review of Instructional Pedagogies for Teaching Computer Education Among Secondary School Learners in Uganda Pison Asiimwe; Justine Momanyi Omare; Frank Murangira
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 3 (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.v3i3.76

Abstract

Computer Education has become part of modern curricula because of its impact on the development of digital literacy, problem-solving skills, and innovation. Curriculum reforms such as the Competency-Based Curriculum in Uganda have emphasized these competencies through learner-centered methods. However, successful implementation is still limited by the infrastructural factors, the traditional pedagogical methodology, and the lack of proper teacher preparation. The purpose of the study was to find out the most common pedagogical strategies in computer education worldwide, assess their efficiency, and discuss their applicability in education. A systematic literature review was conducted by using PRISMA 2020. ERIC, Scopus, JSTOR, ProQuest, Springer, Sage, Wiley, and Taylor and Francis were used to select 23 peer-reviewed publications published between 2010 and 2025. Constructivist theory, competency-based education, and critical thinking provided the basis of the review. The research involved a content analysis approach, which synthesized evidence on the strategies used in pedagogy, research designs, and learning outcomes. The results show that learner-centered pedagogies, specifically problem-based learning, project-based learning, computational thinking, flipped instruction, and collaborative learning, are most commonly applied and show a significant benefit in terms of increasing the engagement of learners, their critical thinking skills, their problem-solving capabilities, and their computational competence. These strategies are highly aligned with the main competencies highlighted in the competency-based curriculum. Nonetheless, they are hindered by contextual problems, such as the lack of ICT infrastructure, access to technological resources, and a lack of teacher training. The paper concludes that although globally accepted pedagogical strategies are very applicable to competency-based education structures, they require contextualization in order to be effectively implemented. Initiatives should be focused on enhancing teacher capacity, ICT infrastructure, and endorsing context-sensitive instructional practices to be implemented effectively in education environments characterized by resource constraints.
Exploratory Path Analysis of Mathematics Ability Among At-Risk Students Ace Amir Prescillas; Aniceto B. Naval
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 3 (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.v3i3.81

Abstract

Persistent mathematics underachievement among at-risk students remains a pressing educational concern because weak performance in mathematics can constrain later academic progression and learners’ ability to cope with more advanced school tasks. This study examined mathematics ability among at-risk students through an exploratory path analysis linking school-related, teacher-related, and student-related factors. Using a quantitative, cross-sectional, explanatory design, the study focused on students identified as at risk in mathematics through a TIMSS-like screening assessment. The respondents were 450 Grade 9 students from public and private junior high schools in Northwestern Mindanao, Philippines. There were 370 classified as at risk, and 368 cases were retained for the inferential analyses. Data were drawn from a mathematics ability test, a mathematics anxiety questionnaire, an attitude toward mathematics questionnaire, and a mathematics teaching strategy questionnaire. Analysis proceeded through descriptive statistics, regression-based screening, and exploratory path analysis using observed variables only. The final parsimonious model showed a good fit to the data. Appraisal and confidence emerged as the most immediate positive predictors of mathematics ability, while negative attitude showed a smaller negative role in the preliminary screening model. Teacher-related and school-related variables were linked to mathematics ability mainly through instructional and affective pathways. Reflective strategy showed positive direct and indirect associations through appraisal and confidence, whereas discussion showed negative indirect associations through the same mediators. The type of school also retained a small but significant direct contribution to mathematics ability, suggesting that broader school conditions remained relevant even after proximal affective and instructional factors were considered. The findings indicate that mathematics ability among at-risk students is best understood as a layered outcome shaped by school context, instructional processes, and students’ evaluative and competence-related responses to mathematics.
Predictive Validity of UTME on First-Year Chemistry Students’ CGPA in Universities in South-East, Nigeria Anselem Abonyi Ugwuanyi; Uzoamaka Pet Egbukwu; Monisade Folasade Aderanti; Calister Chinwe Eze; Blessing Adanu-Ogbole; Chukwuka Constance Uju
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 3 (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.v3i3.82

Abstract

The predictive validity of the Unified Tertiary Matriculation Examination (UTME) results on the first-year cumulative grade point average (CGPA) of chemistry education students in South-East Nigerian universities was investigated in this study. The study specifically examined whether gender and school type affect the association between UTME scores and students’ academic success. Three research questions and three hypotheses served as the investigation’s compass. The study design used was a correlational survey. In 2024–2025, 404 students (137 men and 267 women) were accepted into nine public institutions. Of these, 175 students (48 men and 127 women) were chosen at random from four universities. Students’ UTME scores, gender, school type, and first-year CGPA were gathered from institutional records using a structured proforma. Regression analysis, the t-test, and the Hayes macro process were used to analyze the data at the significance level of 0.05. The results showed a weakly positive correlation between first-year CGPA and UTME scores, with UTME making a negligible contribution to the variation in students’ academic achievement. UTME scores were not statistically significant predictors of first-year CGPA, according to the regression analysis. Additionally, there was no significant moderating effect of gender or kind of school on the association between academic achievement and UTME scores. The study comes to the conclusion that students’ academic progress in chemistry instruction cannot be predicted by UTME scores alone. It is advised that universities implement extra screening procedures to enhance admissions decisions and that admission authorities examine the UTME framework to better reflect the competencies needed for university education.
The Role of Students’ Perceptions of Assessment Tasks in Science Classes in Predicting Their Perception of the Classroom Assessment Environment Abdulkadir Baygül; Serkan Buldur
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 3 (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.v3i3.85

Abstract

Assessment practices shape how students experience learning, interpret classroom expectations, and respond to instructional processes. In science education, assessment tasks are especially important because they can direct students either toward learning-focused engagement or toward performance-based comparison. Against this background, the present study examined middle school students’ perceptions of classroom assessment environments and assessment tasks in science classes. It also investigated whether these perceptions varied according to gender and whether students’ views of assessment tasks predicted their perceptions of learning-oriented and performance-oriented assessment environments. The study was conducted using a correlational survey design. Participants were 2,277 students studying in Grades 6, 7, and 8 in the central district of a province in Türkiye. Data were gathered through the Perceptions of the Classroom Assessment Environment Scale and the Perceptions of Assessment Questionnaire. Descriptive statistics, dependent samples t-test, Friedman test, MANOVA, Pearson correlation analysis, and multiple regression analysis were used to analyze the data. The results indicated that students perceived their classroom assessment environment as more performance-oriented than learning-oriented. Perceptions of assessment tasks also varied significantly across dimensions; authenticity had the highest mean score, whereas congruence with planned learning had the lowest. Significant gender differences were observed in both the classroom assessment environment and assessment task perceptions, but the effect sizes were limited. Regression results showed that positive perceptions of assessment tasks predicted learning-oriented assessment environments positively and performance-oriented environments negatively. Overall, the findings indicate that assessment tasks designed to be meaningful, transparent, authentic, and responsive to students may support more learning-oriented assessment environments in science classes.
School Factors as Correlates of Students’ Chemistry Achievement in Senior Secondary Schools in North-West Sierra Leone Saidu Conteh
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 3 (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.v3i3.86

Abstract

Even though there is proof that learning in favorable conditions yields positive outcomes, the performance of students in chemistry in North-West Sierra Leone remains on a downward trajectory. This research explored school factors as correlates of students’ chemistry achievement in senior secondary schools in North-West Sierra Leone using an ex-post facto research design. Specifically, the study examined the influence of school location and laboratory adequacy on students’ academic achievement in chemistry. Data from 198 senior secondary school two (SSS II) students from both urban and rural schools were obtained using the Chemistry Achievement Test (CAT) and the School Factors Questionnaire (SFQ), with a reliability coefficient of 0.78 and 0.82, respectively. Independent samples t-test and Pearson correlation were utilized for data analyses using SPSS version 27. It was found that there was a statistically significant difference in chemistry achievement with respect to school location, where urban students outperformed their rural counterparts [t (196) = 6.12, p < .05] with a large effect size (d = 0.91). Additionally, laboratory adequacy and students’ achievements in chemistry showed a positive correlation (r = .46), explaining 21% of the variance in achievement. The findings further suggest that inadequate laboratory facilities and disparities in educational resources between urban and rural schools may contribute significantly to poor chemistry performance among students. This research paper concludes that school locations and adequate laboratories are some of the key determinants of students’ academic achievement in chemistry. It should therefore be a priority for policymakers to ensure that there is equal resource allocation in urban and rural schools, including laboratory facilities, to strengthen chemistry education and improve students’ academic outcomes in North-West Sierra Leone.

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