African Journal of Educational Studies in Mathematics and Sciences

Exploring high school students' experiences in the process of solving problems of numerical functions with GeoGebra

Abdoul Massalabi Nouhou, Moussa Mohamed Sagayar — Sat, 14 Dec 2024 00:00:00 +0000

This research focuses on the study of the uses of a dynamic software environment in teaching - learning numerical functions in high school mathematics. We are particularly interested in improving the learning of numerical functions in high school through the dynamic mathematics software, GeoGebra. The theoretical framework is structured around registers of semiotic representations and the theory of semiotic mediation. The experiment focused on an ordinary mathematics class in the final year of high school science students (18-19 years old) in a public school in the city of Arlit, Niger. Two sessions on the study of numerical functions with a real variable were observed and the problem solving strategies were analyzed. The results allowed us to notice in the resolution of Problem 1 that most students easily introduce the algebraic register but find themselves destabilized when it comes to using the graphic register concerned. Despite the introduction of GeoGebra, the students had difficulties mobilizing the different registers of representation of the function. The results allowed us to note during the resolution of Problem 2 that the students manage with a certain ease the introduction and use of the algebraic register but also to use the graphic register and the numerical register of the table of values. The introduction of GeoGebra as a mediation tool allowed the students to invest a little more than usual in this second session. This improvement implies a direct assumption of responsibility for carrying out unusual mathematical tasks to introduce or use the registers of semiotic representation of numerical functions.

Effect of Jigsaw Teaching Method on Students’ Performance in Biotechnology, their Perceptions of its Benefits and Constraints in its use

Yvonne Ndikumana, Leon Rugema Mugabo , Antoine Nsabimana — Sun, 15 Dec 2024 00:00:00 +0000

The jigsaw cooperative learning method involves dividing a topic into segments, with each student mastering one part in an expert group and teaching it to their home group. This method fosters collaboration, critical thinking, and mutual accountability, as each student's contribution is essential for the group's overall understanding of the learning concept. Thus, this study explored the effectiveness of the jigsaw method in teaching biotechnology to undergraduates’ university students. A mixed-method research design was employed, utilizing both quantitative and qualitative approaches. The intervention involved 40 students, with data collected through tests, Likert scale questionnaires and interview. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. The findings revealed that students taught using the jigsaw method scored significantly higher than those who received traditional lectures and expressed positive perceptions about the outcomes of the method. The benefits highlighted by students included enhanced communication skills, teamwork, knowledge retention, a fun learning atmosphere, and increased self-esteem. However, challenges such as time constraints and limited guidance were also noted. The study concluded that the jigsaw method significantly improved teaching and learning outcomes in biotechnology. Further research is recommended to explore the impact of this approach on other subjects at different levels of learning.

Impact of Interactive Engagement Methods on Students’ Understanding and Application of Concepts of Electricity and Magnetism

Yamikani Kalolo, Lakhan Lal Yadav — Sun, 15 Dec 2024 00:00:00 +0000

The study aimed at investigating the impact of the interactive engagement method on the students' conceptual understanding and application of the concepts of electricity and magnetism (E&M). The study involved 175 pre-service teachers, second-year physics students taking physics modules for E&M at the University of Malawi. We employed a quasi-experimental research design. Two groups (experimental and control) were formulated randomly. Experimental group learnt using interactive engagement techniques that included hands-on activities, pair problem-solving discussions, presentations to the entire class, computer interactive simulations like Physics Education Technology and Real-time Physics, and demonstrations. Traditional lecture method was used to teach students in the control group. Pretest and post-test were designed on electricity and magnetism (E&M) and administered to the groups. The data were analyzed to determine the influence of the treatment on the groups’ understanding and application of E&M concepts. The major finding was that students taught using the interactive engagement method had a higher mean score on understanding and application of E&M concepts than students taught using traditional lecture method. The effect size and Hake’s factor also show that students in the interactive approach group did better than those taught using traditional method. We propose some recommendations to science educators and stakeholders in education for improvement of teaching and learning of electricity and magnetism.

Teacher Educators’ Challenges in Implementing the 2018 Bachelor of Education Curriculum for Pre-service Teachers

Sun, 15 Dec 2024 00:00:00 +0000

This study explores the challenges faced by teacher educators in implementing Ghana’s 2018 Bachelor of Education (B.Ed.) curriculum using a qualitative research approach. Twenty-five participants shared their experiences. The group comprised five women and twenty men aged 40 to 60, with teaching experience spanning 14 to 31 years. Through semi-structured interviews, the research identifies key issues such as undefined scope in course manuals, resource limitations, and difficulties in managing classroom time. The study applies the Concerns-Based Adoption Model (CBAM) and the Interpretive Phenomenological Approach (IPA) to analyze these challenges. Findings highlight the need for clear course structures, adequate teaching resources, and better time management strategies. Addressing these challenges is crucial for achieving curriculum fidelity and improving the quality of education. The study provides recommendations for policymakers and stakeholders to enhance the successful implementation of the B.Ed. curriculum in Ghana. This research contributes to the broader understanding of curriculum implementation in higher education, particularly within the African context.

Students’ Understanding of the Equal Sign when Solving Arithmetic Tasks

Forster D. Ntow, George Adom, Solomon Essel, Samuel Kenney — Mon, 16 Dec 2024 00:00:00 +0000

Although the equal sign is considered an important symbol because it represents a fundamental concept in the structure of any algebraic equation, studies have indicated that many students do not possess a sufficient understanding of the three different meanings of this symbol. This study aimed to investigate Grades 6 to 8 basic school students’ achievement, and their interpretation of the equal sign, when solving arithmetic tasks. The study adopted a descriptive cross-sectional survey design. A purposive sampling technique was used in selecting a sample of 311 students, comprising 92 sixth, 107 seventh, and 112 eighth graders. Data were collected using an achievement test and a semi-structured interview guide. The achievement test results were analysed and reported using descriptive statistics and a bar graph. The interview data on the other hand were analysed as themes and reported in the form of narratives and excerpts of students’ work. The results revealed that students in the study exhibited a dominant understanding of the equal sign as an operation. Also, their achievement depended on the type of task and the operation to be performed. These findings suggest that a broader understanding of the equal sign should be taught to ensure a smoother transition to their learning of algebra-related concepts such as linear equations in the future.