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Fredi Ganda Putra
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Journal of Advanced Sciences and Mathematics Education
Published by Foundation of Advanced Education
ISSN : 27989852     EISSN : 27981606     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Mathematics Physics Social Sciences
Journal of Advanced Sciences and Mathematics Education [e-ISSN: 2798-1606] is a journal published by the Foundation of Advanced Education. Journal of Advanced Science and Mathematics Education is a communication medium used by researchers, lecturers, teachers, practitioners, and students to convey the results of studies and research results that are prioritized in the fields of science and mathematics education, including the development of science and mathematics evaluation instruments, development of learning media Science and mathematics, development of science and mathematics learning models, and ethnoscience and ethnomathematics in learning. Journal of Advanced Sciences and Mathematics Education was first published in 2021 and periodically published 2 (two) times a year, namely in June and December. Manuscripts published are original manuscripts, that have not been published in other publications.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education" : 5 Documents clear
Structural quality assessment of the villagemath instructional content platform Joshua Abah ABAH
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.349

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.
Students attitudes on STACK content: A pilot study at the university of Trieste, Italy Zevick Otieno Juma; Elisabetta Chelleri; Daniel Doz; Danilo Lewanski
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.357

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.
Ubuntulisation of mathematics classroom for the enhancement of learner’s interest and achievement Terungwa James Age
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.367

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.
Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics Akorede Ayoola Asanre; Aviwe Sondlo; Abiodun Taiwo Oluwadayo
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.370

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.
How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics? Joseph Andoh Fordjour; Philemon Mgnabil Tijotob; Richmond Adu - Gyamfi; Romuald Koffi Mifetu
Journal of Advanced Sciences and Mathematics Education Vol 4, No 1 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i1.298

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.

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