Research Article
Jonas Bayuo, Moses Abdullai Abukari, Christopher Saaha Bornaa, Jonathan Ayelsoma Samari, Alaric Awingura Alagbela
Contemporary Mathematics and Science Education, Volume 3, Issue 2, Article No: ep22018
ABSTRACT
The study investigated the potential of information and communication technology (ICT) in the teaching of chemistry at Senior High Schools (SHSs) in Ghana. The study uses a cross-sectional survey design while employing purposive and simple random sampling techniques to select the SHSs and science teachers, respectively. A total of three chemistry teachers were sampled from 10 SHSs purposely selected making a total of 30 teachers. The study investigates the competence and ICT tools usage by science teachers and how the usage of these tools can be sustained and improved for the teaching of chemistry in Ghana. Furthermore, the study identifies the possible factors that impede science teachers’ use of ICT tools in teaching chemistry at the SHSs in Ghana. The study has found that science teachers are competent in using ICT tools in performing teaching and learning activities. However, the utilization of ICT has not been most effectively utilized in secondary schools in teaching and learning chemistry since the general usage of ICT by teachers was low. Besides, the study found that the utilization of ICT tools in teaching chemistry is bedeviled by myriads of factors and these factors greatly influence the science teachers’ and students’ capabilities of using ICT for the teaching-learning process. These factors were found to be teacher-level factors, cost-related factors, technological-related factors, management and leadership-related factors, and environmental-related factors. Based on the findings of the study, it is recommended that the Ministry of Education should ensure that adequate ICT resources and facilities needed for proper utilization of ICT tools for teaching and learning chemistry in SHSs in Ghana are provided in the right numbers.
Keywords: education, factors, ICT tools, science, teaching
Research Article
Krishna Prasad Adhikari, Dirgha Raj Joshi, Krishna Prasad Sharma
Contemporary Mathematics and Science Education, Volume 3, Issue 2, Article No: ep22014
ABSTRACT
The aim of the research was to study the status of challenges in teaching mathematics online during pandemics and the factors associated with challenges. The study was based on a cross-sectional online survey and 442 mathematics teachers of school level have participated in this research. Mann Whitney and Kruskal Wallis tests were employed to find the significant result and path analysis was used to calculate the effect of socio-demographic characteristics on the challenges in teaching mathematics online. The results indicate that the level of challenges in teaching mathematics online was found to be significantly high. The relationship between the challenges found to be positively significant and the qualification, time of taking online classes, teaching level, and tools used for taking the online class are significant factors to determine the challenges in teaching mathematics online.
Keywords: online class, teaching mathematics, challenges, pandemic, Nepal
Research Article
Paulo Vitor da Silva Santiago, Francisco Régis Vieira Alves
Contemporary Mathematics and Science Education, Volume 3, Issue 2, Article No: ep22013
ABSTRACT
This research aims to present the results of a mathematical investigation in the teaching of affine function with the support of the GeoGebra software, analyzed from the perspective of the theory of conceptual fields in the context of hybrid teaching, using the teaching methodology inverted classroom changing the traditional way of teaching. The applied research methodology was the case study, which was structured with a class of 38 high school students from a Brazilian full-time public school. The proposed activity was developed from the construction called affine function (interactive activity), available on the GeoGebra platform, and was structured in two meetings, one remotely and the other in person. The results show us the need to investigate the study of the affine function using digital technology in a more dynamic design in GeoGebra.
Keywords: GeoGebra, affine function, theory of conceptual fields, digital technology, math teaching
Research Article
Renata Teófilo de Sousa, Francisco Régis Vieira Alves
Contemporary Mathematics and Science Education, Volume 3, Issue 1, Article No: ep22010
ABSTRACT
This work aims to present the results of an investigation in the teaching of quadratic function with the help of the PhET Colorado simulator, analyzed from the perspective of the theory of figural concepts in the context of hybrid teaching, using the teaching methodology flipped classroom. The research methodology used was the case study, which was developed with a group of 45 high school students from a Brazilian public school. The proposed activity was developed from the simulation called “graphing quadratics”, available in the PhET, and was developed in two stages, one in a virtual way and the other in person. The results show us the need to explore the study of the quadratic function using technology from a more dynamic perspective. We reinforce the importance of the manipulation performed in the simulator to understand the relationship between the coefficients a, b and c of the function and the behavior of its graph, being a potential resource in the learning of this subject by the students.
Keywords: 2nd degree function, mathematics teaching, blended learning, flipped classroom, theory of figural concepts
Research Article
Michael B. Bibon
Contemporary Mathematics and Science Education, Volume 3, Issue 1, Article No: ep22007
ABSTRACT
The implementation of Philippine K-12 curriculum brings hope to its educational system on lifting up the poor academic standing of Filipino learners in national and international assessments. With its implementation in 2012, rectification in the instructional practices of science teachers was expected to boost the academic performance of learners. This study aimed to document the instructional practices of teachers and its correlation to the academic achievement of learners in science. A total of 96 teachers and 240 grade 10 learners were randomly selected from 6 schools in provincial and city areas of Albay, Philippines. This was employed through paper survey to the identified respondents with focus in the quantitative aspect of the study. Results revealed instructional practices emphasizing the use of differentiation for planning, spiraling and inquiry in the delivery, and product-focused and differentiation in assessment. Negligence in the use of technology is attributed to effort and preparation issues, age, and computer anxiety. Academic achievement of learners across all curricular programs in science was below the expected standards of the national policy indicating that learning is not at par with the prospects of Philippine K-12 curriculum. Correlational test revealed high relationship between academic achievement and instructional delivery, while moderate relationship to planning and assessment of instruction. It was concluded that teachers were not proficient enough in applying K-12 curriculum instructional practices to enhance the academic achievement of learners. The need to participate in ICT-based seminars in science, and paralleling instructional planning, delivery, and assessment practices were suggested.
Keywords: teaching practices, academic achievement, science learning, K-12 curriculum
Research Article
Konstantinos Karampelas
Contemporary Mathematics and Science Education, Volume 3, Issue 1, Article No: ep22006
ABSTRACT
This study aims to identify the research types that authors of science education journal articles tend to select for their studies. It focused on articles published during the last decade. Selection of the appropriate research type is a significant process in education research. Depending on factors such as the goals that the researchers set or the conditions within which they work, they may select the implementation of quantitative studies, such as experimental study, field survey, secondary data analysis, and case research. They may select the implementation of qualitative studies such as case study, focus group, action research, and ethnography. Finally, they may select the implementation of mixed study. Therefore, by researching the types of research in published articles it is possible to gain insights about what goals the researchers set and their work context. This was the objective of this research. 2,071 articles in refereed journals in science education were collected. These articles were published between 2011-2020. The methodology included descriptive statistics and distribution calculation through a Kolmogorov Smirnov test. The findings showed that there is a preference to the qualitative type, even though there is a considerable number of studies to other types as well.
Keywords: research types, research trends, science teaching, journal articles
Research Article
Radha Devi Shrestha, Bal Chandra Luitel, Shashidhar Belbase
Contemporary Mathematics and Science Education, Volume 2, Issue 2, Article No: ep21010
ABSTRACT
There is limited evidence of underachieving students’ mathematical experiences and the challenges they face in mathematics classes in the context of Nepal. This study explores the lived experiences of underachiever students in learning mathematics in a public school in Kathmandu, Nepal. The study participants were three ninth-grade students (two females and one male) who failed mathematics and repeated the grade. A sequence of in-depth interviews was administered with each participant to explore their lived experience of mathematics. The participants’ narratives were constructed based on the temporal sequence of event analysis concerning their mathematics learning experience. Their narratives revealed three critical concerns in their experience of learning mathematics: mathematics is complicated, mathematics is abstract, and mathematics learning is rote memorization. Change of schools was one of the main reasons they had difficulty adjusting to the new environment, affecting their mathematics learning. Another concern they revealed was the obligation to support their parents during the out of school time or even during school time and being frequently absent in the class.
Keywords: underachievers in mathematics, learning mathematics, teaching mathematics, Nepal
Research Article
Theophile Nsengimana, Gabriel Bazimaziki, Asterie Nyirahabimana, Jean Baptiste Mushimiyimana, Vedaste Mutarutinya, Leon Rugema Mugabo, Venuste Nsengimana
Contemporary Mathematics and Science Education, Volume 2, Issue 1, Article No: ep21009
ABSTRACT
The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners’ willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.
Keywords: English, mathematics and science education, online teaching and learning, postgraduate students experience
Research Article
Dirgha Raj Joshi, Mohan Rawal
Contemporary Mathematics and Science Education, Volume 2, Issue 1, Article No: ep21004
ABSTRACT
The standing of mathematics teachers on the use of digital resources represents the mathematics teaching-related of online resources, mobile applications, and software. The study focused on how mathematics teachers are using digital resources in their classroom practices. The study was carried out among 147 mathematics teachers in Kathmandu Nepal. The finding indicates that digital resources using the level of mathematics teachers were found low. The teaching experience is a contributing factor to the use of online resources whereas teaching level and qualifications are contributing factors of using the software. The finding suggested all stakeholders bargain away out towards the regular and effective application of digital resources in the classroom practice and digital capacity enhancement of teachers.
Keywords: Mathematics teaching, digital resources, ICT, software, mobile apps, online resources
Research Article
Edmore Mukamba, Chipo Makamure
Contemporary Mathematics and Science Education, Volume 1, Issue 1, Article No: ep20001
ABSTRACT
The performance of learners in ‘O’ level mathematics has been generally poor in Zimbabwe. There is evidence that learners have challenges in understanding and interrelating Geometric Transformation concepts as they are used in mathematics. Inappropriate pedagogical strategies of teaching the topic are viewed as the main causes of the problem. This backdrop prompted the authors to enquire the effectiveness of GeoGebra as a pedagogical tool in teaching and learning Geometric Transformations (GT) at ‘O’ level, as contrasted to traditional teaching methods used by most classroom practitioners. A real classroom set up involving the control and experimental groups of learners was used to carry out the study. The mixed methods approach used, incorporated semi-structured interviews for mathematics teachers, while written pre and post tests for both groups of learners were administered. The outcomes of this study show that although the traditional methods had a positive impact on learners’ performance, the use of GeoGebra improved their performance more in GT. Based on these findings the study recommends that for effective and quality learning in GT, teachers should embrace virtual manipulatives to conduct mathematics instruction as it is likely to enhance the mastery and retention of concepts as reflected in the study.
Keywords: GeoGebra, ICT, geometric transformations, visualisation, teaching