Background: The integration of culturally-based mathematics education is vital for making learning meaningful and relevant. The VillageMath platform was developed as a web-based ethnomathematics instructional content repository to address this need.Aims: This study aims to evaluate the structural quality of the VillageMath educational intervention, focusing on its navigation, structure, and appearance.Method: The study employed a developmental research design, involving 341 pre-service and in-service mathematics teachers in Benue State, Nigeria. The VillageMath platform was developed using WordPress Version 5.4, hosted online at https://VillageMath.net, on a Linux OS server with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40, and MySQL Version 5.7.26. The Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire (WEICRAQ) was used as the research instrument. Data were analyzed using mean and standard deviation to answer three research questions regarding the quality assessment of the web tool.Results: The analysis revealed that both pre-service and in-service mathematics teachers rated the VillageMath platform highly in terms of navigation, structure, and appearance.Conclusion: The findings indicate that VillageMath is a structurally sound platform that can be utilized by mathematics teacher educators in higher education institutions. The platform serves as a reliable tool for promoting narratives in ethnomathematics and provides a forum for experts to share and develop innovative pedagogical strategies, particularly those highlighting African indigenous knowledge systems.
{"title":"Structural quality assessment of the villagemath instructional content platform","authors":"Joshua Abah ABAH","doi":"10.58524/jasme.v4i1.349","DOIUrl":"https://doi.org/10.58524/jasme.v4i1.349","url":null,"abstract":"Background: The integration of culturally-based mathematics education is vital for making learning meaningful and relevant. The VillageMath platform was developed as a web-based ethnomathematics instructional content repository to address this need.Aims: This study aims to evaluate the structural quality of the VillageMath educational intervention, focusing on its navigation, structure, and appearance.Method: The study employed a developmental research design, involving 341 pre-service and in-service mathematics teachers in Benue State, Nigeria. The VillageMath platform was developed using WordPress Version 5.4, hosted online at https://VillageMath.net, on a Linux OS server with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40, and MySQL Version 5.7.26. The Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire (WEICRAQ) was used as the research instrument. Data were analyzed using mean and standard deviation to answer three research questions regarding the quality assessment of the web tool.Results: The analysis revealed that both pre-service and in-service mathematics teachers rated the VillageMath platform highly in terms of navigation, structure, and appearance.Conclusion: The findings indicate that VillageMath is a structurally sound platform that can be utilized by mathematics teacher educators in higher education institutions. The platform serves as a reliable tool for promoting narratives in ethnomathematics and provides a forum for experts to share and develop innovative pedagogical strategies, particularly those highlighting African indigenous knowledge systems.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.
{"title":"Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics","authors":"A. Asanre, Aviwe Sondlo, T. O. Abiodun","doi":"10.58524/jasme.v4i1.370","DOIUrl":"https://doi.org/10.58524/jasme.v4i1.370","url":null,"abstract":"Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"76 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zevick Otieno Juma, Elisabetta Chelleri, Daniel Doz, Danilo Lewanski
Background: Online examinations are increasingly prevalent in educational settings, offering innovative assessment methods. Understanding student perceptions and experiences with such systems is essential for enhancing their effectiveness and acceptance in educational practice.Aims: This pilot study aimed to examine the impact of STACK-based online exams on various facets such as student comfort, perceived value for learning and exam preparation, preferences between pen-and-paper versus STACK formats, confidence in online math tests, readiness to adopt online assessment platforms, and overall perspectives on online evaluations.Method: An experimental within-subjects design and convenience sampling were used to involve 117 first-year biology students enrolled in a Probability and Statistics course, who were already familiar with the STACK system. Data were collected using pre- and post-exam online surveys featuring five-point Likert scale questions and an open-ended query.Results: The findings indicate that students felt more comfortable using the STACK system after the study and preferred it over traditional exams. Nevertheless, some students expressed uncertainty about using STACK content for final exams due to concerns about its effectiveness in evaluating critical thinking and potential technical difficulties. However, concerns regarding technical challenges decreased significantly post-exam, with no technical issues reported during the exam. Positive feedback highlighted STACK's benefits for formative assessment, easier learning, immediate feedback, and its practicality and innovation. Some students even suggested incorporating STACK into final exams for convenience and advocated for further investment in the STACK system, possibly with improved content. Conclusion: In summary, students preferred using STACK for exams, though concerns about technical glitches and the need to refine content for assessing critical thinking persist. Future efforts should focus on enhancing content quality, starting this summer.
{"title":"Students attitudes on STACK content: A pilot study at the university of Trieste, Italy","authors":"Zevick Otieno Juma, Elisabetta Chelleri, Daniel Doz, Danilo Lewanski","doi":"10.58524/jasme.v4i1.357","DOIUrl":"https://doi.org/10.58524/jasme.v4i1.357","url":null,"abstract":"Background: Online examinations are increasingly prevalent in educational settings, offering innovative assessment methods. Understanding student perceptions and experiences with such systems is essential for enhancing their effectiveness and acceptance in educational practice.Aims: This pilot study aimed to examine the impact of STACK-based online exams on various facets such as student comfort, perceived value for learning and exam preparation, preferences between pen-and-paper versus STACK formats, confidence in online math tests, readiness to adopt online assessment platforms, and overall perspectives on online evaluations.Method: An experimental within-subjects design and convenience sampling were used to involve 117 first-year biology students enrolled in a Probability and Statistics course, who were already familiar with the STACK system. Data were collected using pre- and post-exam online surveys featuring five-point Likert scale questions and an open-ended query.Results: The findings indicate that students felt more comfortable using the STACK system after the study and preferred it over traditional exams. Nevertheless, some students expressed uncertainty about using STACK content for final exams due to concerns about its effectiveness in evaluating critical thinking and potential technical difficulties. However, concerns regarding technical challenges decreased significantly post-exam, with no technical issues reported during the exam. Positive feedback highlighted STACK's benefits for formative assessment, easier learning, immediate feedback, and its practicality and innovation. Some students even suggested incorporating STACK into final exams for convenience and advocated for further investment in the STACK system, possibly with improved content. Conclusion: In summary, students preferred using STACK for exams, though concerns about technical glitches and the need to refine content for assessing critical thinking persist. Future efforts should focus on enhancing content quality, starting this summer.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"2 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.
{"title":"Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement","authors":"T. Age","doi":"10.58524/jasme.v4i1.367","DOIUrl":"https://doi.org/10.58524/jasme.v4i1.367","url":null,"abstract":"Background: One of the primary challenges confronting African mathematics educators and students is the wholesale adoption of external methods, approaches, and ideas in the teaching and learning of mathematics. In response to this challenge, the concept of ethnomathematics has emerged, although it remains largely unadopted across many African countries. Recently, Social Justice Mathematics has been developed, a concept closely aligned with the principles of Ubuntu, which emphasizes equality and justice in all aspects of human life. Aim: This paper aims to highlight the ubuntulisation of mathematics classrooms. Instead of fully adopting Social Justice Mathematics as a contemporary solution to enhance students' interest and achievement in mathematics, this paper proposes an Africanized approach by integrating Ubuntu as a foundational element of ethnomathematics. This approach is posited to achieve greater success among learners. Methods: The study involves a comprehensive review of existing literature on ethnomathematics, Social Justice Mathematics, the benefits of Social Justice Mathematics in learning, Ubuntu pedagogy, and the ubuntulisation of mathematics classrooms.Results: The paper presents relevant examples that emphasize the need for mathematics educators to incorporate African cultural contexts in the planning and teaching of mathematics.Conclusion: The study concludes by recommending the ubuntulisation of mathematics classrooms as an effective alternative to Social Justice Mathematics for enhancing students' interest and achievement in mathematics.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.
{"title":"How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?","authors":"Joseph Andoh Fordjour, Philemon Mgnabil Tijotob, Richmond Adu - Gyamfi, Romuald Koffi Mifetu","doi":"10.58524/jasme.v4i1.298","DOIUrl":"https://doi.org/10.58524/jasme.v4i1.298","url":null,"abstract":"Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samuel Kojo Biney, Clement Ayarebilla Ali, Nixon Saba Adzifome
Linear inequalities are mathematical expressions that compare two expressions using the inequality symbol, in either be algebraic or numerical or both. However, in solving either of these types some student-teachers commit errors that have been backed by associated misconceptions. This research examined these errors and the associated misconceptions thereafter. Guided by two research questions, the researchers adopted the qualitative narrative inquiry design. The purposive sampling was employed to select 15 student-teachers who met the best requirement that fits the purpose, problem, and objective of a qualitative narrative inquiry. The main instruments were interview guides, where the participants and researchers collaborated with each other to ensure that the story was properly told and aligned with linear inequalities through field notes, observations, photos and artefacts. The narrative analysis started with verbatim transcription of the narratives and ended with deductive coding. The results were scanned copies of participants’ sample narratives that were pasted at appropriate places and discussed. Consequently, it was concluded that student-teachers lacked the basic rules, procedural fluency and skills, and formulation of linear inequalities. These errors emanated from misconceived methods and rote memorization. It was therefore recommended that educators imbibe practical and everyday methodologies into the teaching and learning of linear inequalities.
{"title":"Errors and misconceptions in solving linear inequalities in one variable","authors":"Samuel Kojo Biney, Clement Ayarebilla Ali, Nixon Saba Adzifome","doi":"10.58524/jasme.v3i1.195","DOIUrl":"https://doi.org/10.58524/jasme.v3i1.195","url":null,"abstract":"Linear inequalities are mathematical expressions that compare two expressions using the inequality symbol, in either be algebraic or numerical or both. However, in solving either of these types some student-teachers commit errors that have been backed by associated misconceptions. This research examined these errors and the associated misconceptions thereafter. Guided by two research questions, the researchers adopted the qualitative narrative inquiry design. The purposive sampling was employed to select 15 student-teachers who met the best requirement that fits the purpose, problem, and objective of a qualitative narrative inquiry. The main instruments were interview guides, where the participants and researchers collaborated with each other to ensure that the story was properly told and aligned with linear inequalities through field notes, observations, photos and artefacts. The narrative analysis started with verbatim transcription of the narratives and ended with deductive coding. The results were scanned copies of participants’ sample narratives that were pasted at appropriate places and discussed. Consequently, it was concluded that student-teachers lacked the basic rules, procedural fluency and skills, and formulation of linear inequalities. These errors emanated from misconceived methods and rote memorization. It was therefore recommended that educators imbibe practical and everyday methodologies into the teaching and learning of linear inequalities.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122108073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of teachers in the academic performance of pupils in schools is key among others in the output of pupils and the appraisal of teachers in Sierra Leone. The general aim of the study was 1) to carry out an assessment of the role of teachers in the performance of pupils in the national primary school examination (N.P.S.E) in the Yoni Mamaila chiefdom; and 2) to determine the extent to which the chiefdom stakeholders have been able to effectively play their role especially the members of the Chiefdom Education Committee (C.E.C). This research uses mixed methods. Descriptive survey research with Cross-sectional designs was use for this study. in this study, interviews, questionnaires, and documentation were used. This research was conducted at 4 selected schools, there were 200 people as the research population. The sampling technique used was purposive sampling, so that 60 respondents were obtained. The collected data were analyzed using descriptive data analysis. From the results of the analysis, it is clear that teachers play an integral role in improving students' academic achievement in the National Elementary School Examination. imitations and obstacles still hinder students from doing well on the NPSE. There are so many factors that influence it, especially in terms of socio-economic. Equally important is the presence of stakeholders who are needed to support students in working on the NPSE.
{"title":"An assessment of the role of teachers in the academic performance of pupils in the national primary school examinations (NPSE) Yoni Mamaila Chiefdom, Tonkolili District","authors":"Samuel Karim, E. Zoker","doi":"10.58524/jasme.v3i1.204","DOIUrl":"https://doi.org/10.58524/jasme.v3i1.204","url":null,"abstract":"The role of teachers in the academic performance of pupils in schools is key among others in the output of pupils and the appraisal of teachers in Sierra Leone. The general aim of the study was 1) to carry out an assessment of the role of teachers in the performance of pupils in the national primary school examination (N.P.S.E) in the Yoni Mamaila chiefdom; and 2) to determine the extent to which the chiefdom stakeholders have been able to effectively play their role especially the members of the Chiefdom Education Committee (C.E.C). This research uses mixed methods. Descriptive survey research with Cross-sectional designs was use for this study. in this study, interviews, questionnaires, and documentation were used. This research was conducted at 4 selected schools, there were 200 people as the research population. The sampling technique used was purposive sampling, so that 60 respondents were obtained. The collected data were analyzed using descriptive data analysis. From the results of the analysis, it is clear that teachers play an integral role in improving students' academic achievement in the National Elementary School Examination. imitations and obstacles still hinder students from doing well on the NPSE. There are so many factors that influence it, especially in terms of socio-economic. Equally important is the presence of stakeholders who are needed to support students in working on the NPSE.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114773225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Avinash Kashyap, S. V. Sailaja, B. Krishna, T. Vamseekiran
The Activity-oriented learning (AOL) is a fundamental aspect in the process of teaching and learning inorder to acquire the graduate attributes in the field of engineering education. Problem based learning (PBL) is one such type that enables to acquire the desired attributes. The present study furnishes thecrafting of legitimate PBL problems in the field of civil and electrical engineering. The problems that are considered can be of various durations and can beclassified into different phases depending on the knowledge that is gained by the learners and the requirements of the problems. The augmentation of onephase of a PBL problem that is considered in this study is promising by showing the skill improvement within the learners in solving the real timeproblems. The study concluded that with the augmentation of PBL learning, the skills within the engineering learners were enhanced and the inclusion ofPBL in the engineering curriculum can significantly influence the capacities of both the educators as well as learners.
{"title":"Optimizing problem-based learning in civil and electrical engineering: An in-depth study","authors":"Avinash Kashyap, S. V. Sailaja, B. Krishna, T. Vamseekiran","doi":"10.58524/jasme.v3i1.213","DOIUrl":"https://doi.org/10.58524/jasme.v3i1.213","url":null,"abstract":"The Activity-oriented learning (AOL) is a fundamental aspect in the process of teaching and learning inorder to acquire the graduate attributes in the field of engineering education. Problem based learning (PBL) is one such type that enables to acquire the desired attributes. The present study furnishes thecrafting of legitimate PBL problems in the field of civil and electrical engineering. The problems that are considered can be of various durations and can beclassified into different phases depending on the knowledge that is gained by the learners and the requirements of the problems. The augmentation of onephase of a PBL problem that is considered in this study is promising by showing the skill improvement within the learners in solving the real timeproblems. The study concluded that with the augmentation of PBL learning, the skills within the engineering learners were enhanced and the inclusion ofPBL in the engineering curriculum can significantly influence the capacities of both the educators as well as learners.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116689846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated teachers' mode of representations in linear equations in one variable, what accounts for teachers' choice of representations and students' representations preferences and effects of multiple representations--based instruction on studStud' achievement in linear equations in one variable. A quasi- experimental design was used with a sample size of 86 mathematics teachers and 159 students ( students in Junior High School 2) selected through purposive and convenient sampling technique respectively in the Bimbilla Municipal in the Northern Region of Ghana. The research instructions included: linear equations achievement test (pretest and post test, questionnaire, representations preference test ( RPT) and interview guide. The data collected we're analysed quantitatively and qualitatively. It was found that most teachers (66.3%) used algebraic expression everytime on teaching linear equations while few teachers used manipulatives, graphic and multiple representations due to reasons such as time, difficulty for students, lack of materials, lack of ideas,no relevance and many more. It was also found that most students 59(37.1%) had preferences for algebraic representation citing similar reasons of their preferences as what accounted for teachers' choice. The analysis of Covariance (ANCOVA) revealed a statistical significant difference between students' scores in linear equations achievement test in favour of multiple representations-based instructions, F(2,155)=10.20, P 0.05, n^2= 12. The major recommendation is that, multiple representations--based instruction should be used during instruction as well as improving teachers' knowledge on how to integrate untamunfam representations easily in linear equations in one variable.
本研究考察了教师在单变量线性方程中的表征方式、教师对表征的选择和学生对表征的偏好以及多元表征教学对studStud在单变量线性方程中的成就的影响。采用准实验设计，通过有目的和方便抽样的方法，在加纳北部地区宾比拉市分别选取了86名数学教师和159名学生(初中二年级学生)作为样本。研究指导包括:线性方程成就测试(前测和后测)、问卷调查、表征偏好测试(RPT)和访谈指南。我们对收集到的数据进行了定量和定性分析。研究发现，在线性方程教学中，绝大多数教师(66.3%)每次都使用代数表达式，而由于时间、学生难度、缺乏材料、缺乏思路、缺乏相关性等原因，很少有教师使用教具、图形和多重表示。研究还发现，大多数学生59(37.1%)偏爱代数表示，他们的偏好原因与教师的选择相似。协方差分析(ANCOVA)显示，多元表征型教学与线性方程成就测验的差异有统计学意义，F(2155)=10.20, P < 0.05, n^2= 12。主要的建议是，在教学过程中应该使用基于多个表示的教学，并提高教师如何在一个变量的线性方程中轻松地整合不熟悉的表示的知识。
{"title":"Effects of multiple representations-based instruction on junior high school students’ achievement in linear equations in one variable","authors":"Philemon Mgnabil Tijotob, Romuald Koffi Mifetu, Richmond Adu - Gyamfi","doi":"10.58524/jasme.v3i1.199","DOIUrl":"https://doi.org/10.58524/jasme.v3i1.199","url":null,"abstract":"The study investigated teachers' mode of representations in linear equations in one variable, what accounts for teachers' choice of representations and students' representations preferences and effects of multiple representations--based instruction on studStud' achievement in linear equations in one variable. A quasi- experimental design was used with a sample size of 86 mathematics teachers and 159 students ( students in Junior High School 2) selected through purposive and convenient sampling technique respectively in the Bimbilla Municipal in the Northern Region of Ghana. The research instructions included: linear equations achievement test (pretest and post test, questionnaire, representations preference test ( RPT) and interview guide. The data collected we're analysed quantitatively and qualitatively. It was found that most teachers (66.3%) used algebraic expression everytime on teaching linear equations while few teachers used manipulatives, graphic and multiple representations due to reasons such as time, difficulty for students, lack of materials, lack of ideas,no relevance and many more. It was also found that most students 59(37.1%) had preferences for algebraic representation citing similar reasons of their preferences as what accounted for teachers' choice. The analysis of Covariance (ANCOVA) revealed a statistical significant difference between students' scores in linear equations achievement test in favour of multiple representations-based instructions, F(2,155)=10.20, P 0.05, n^2= 12. The major recommendation is that, multiple representations--based instruction should be used during instruction as well as improving teachers' knowledge on how to integrate untamunfam representations easily in linear equations in one variable.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125963357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experimental method is the right way to learn biology. Osmosis is an important biological concept that can be used to understand other biology concepts and requires experimental activities so students can understand it better. The implementation of experimental activities will be guided by Student Worksheets (LKPD-Ex). The purpose of this study was to develop LKPD-Ex on osmosis experiments with chicken egg media for class XI students. This research is a development-research (RnD) using a four-D model, namely the definition phase, design phase, development phase, and deployment phase. However, it was changed to 3D because the media was developed only to test the feasibility of the E-LKPD media. Good validation results from experts score 89.08% of the assessment of material experts and media experts, and 92.63% of student responses with very decent criteria. From these data it can be concluded that the development of Experimental Student Worksheets (LKPD-Ex) on the Osmosis Experiment is very feasible to be used as an alternative in the learning process so that it can be tested in supporting the maximum learning process.
{"title":"Osmosis: Chewy naked egg, in or out?","authors":"Atok Miftachul Hudha, Kalim Ullah, Rani Darmayanti","doi":"10.58524/jasme.v3i1.193","DOIUrl":"https://doi.org/10.58524/jasme.v3i1.193","url":null,"abstract":"The experimental method is the right way to learn biology. Osmosis is an important biological concept that can be used to understand other biology concepts and requires experimental activities so students can understand it better. The implementation of experimental activities will be guided by Student Worksheets (LKPD-Ex). The purpose of this study was to develop LKPD-Ex on osmosis experiments with chicken egg media for class XI students. This research is a development-research (RnD) using a four-D model, namely the definition phase, design phase, development phase, and deployment phase. However, it was changed to 3D because the media was developed only to test the feasibility of the E-LKPD media. Good validation results from experts score 89.08% of the assessment of material experts and media experts, and 92.63% of student responses with very decent criteria. From these data it can be concluded that the development of Experimental Student Worksheets (LKPD-Ex) on the Osmosis Experiment is very feasible to be used as an alternative in the learning process so that it can be tested in supporting the maximum learning process.","PeriodicalId":140761,"journal":{"name":"Journal of Advanced Sciences and Mathematics Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127975180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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