Journal of Research in Science and Mathematics Education

Intervention in Students’ Performance in Basic Science and Technology Using Blended Learning Strategies

Felix T. Gbinde — 2025-04-29

Purpose: This study investigated the efficacy of two blended learning approaches—Face-to-Face Learning (FFL) and the Online Laboratory Strategy (OLS)—in improving the academic performance of Basic Eight students in Basic Science and Technology in Benue State, Nigeria. Methodology: Employing a quasi-experimental design, the research sampled 210 students from a target population of 27,457 across six secondary schools. Data were collected using the Basic Science and Technology Performance Test (BSTPT), which demonstrated strong internal consistency with a reliability coefficient of 0.88. Findings: Analysis of variance revealed a statistically significant difference in the mean performance scores of students exposed to FFL and OLS compared to those taught using traditional demonstration methods, F(2, 206) = 131.395, p < 0.001. However, no statistically significant gender differences were observed in performance under either FFL (F(1, 71) = 1.685, p = 0.198) or OLS (F(1, 68) = 0.048, p = 0.828), suggesting that the effectiveness of both strategies was independent of gender. These findings underscore the pedagogical value of FFL and OLS in enhancing science learning outcomes. Significance: Consequently, the study recommends that educational policymakers and teacher education institutions adopt and institutionalize these blended learning strategies within curriculum frameworks. Moreover, sustained investment in teacher training and resource provision is essential to maximize the instructional benefits of these approaches and promote equitable, high-quality science education.

Predictive Influence of Psychological and Educational Adjustments on Internally Displaced Students’ Physics Ability

Barnabas Obiaje Ellah — 2025-04-29

Purpose: This study investigated the predictive capacity of psychological and educational adjustments on the cognitive ability levels in Physics among internally displaced students in Nigeria. Methodology: Grounded in the social exclusion theories of Pacione (1997) and Walker (1997), the research employed a correlational survey design. The target population comprised internally displaced persons (IDPs)—including women, adolescents, and children—in Adamawa State. A systematic sampling technique was utilized to select a representative sample of 900 respondents. Data collection instruments included the Ability Group Test (AGT), Literacy and Numeracy Scale (LNS), Communal Trauma Event Inventory (CTEI), Satisfaction with Life Scale (SWLS), and the Internally Displaced Persons Self-Esteem Questionnaire (ISEQ). All instruments were validated, and internal consistency was established using Cronbach’s Alpha, yielding coefficients of 0.73 for LNS, 0.88 for CTEI, 0.76 for SWLS, and 0.82 for ISEQ. The instruments were administered by the researcher in collaboration with trained research assistants. Data were analyzed using regression analysis. Findings: The results indicated that both psychological and educational adjustments significantly predicted the cognitive ability levels of internally displaced students in Physics. Furthermore, their combined predictive effect was also found to be statistically significant. Significance: Based on these findings, it was recommended that science educators tailor instructional content to align with the current cognitive and emotional needs of internally displaced learners, thereby facilitating improved psychological adjustment and academic performance.

Penerapan Model Pembelajaran Pemecahan Masalah Double Loop untuk Meningkatkan Hasil Belajar Matematika pada Siswa SMP Kelas VIII

Rafaini Rafaini — 2025-04-29

Purpose: This study aimed to improve the mathematical learning outcomes of eighth-grade students at Negeri 14 Central Buton by applying the Double Loop Problem-Solving learning model. Methodology: This study employed a Classroom Action Research (CAR) approach, conducted in collaboration between teachers and researchers. The research followed a structured procedure, including planning, implementation, observation, and reflection. The study was carried out in two cycles. Data collected included both quantitative data from learning outcome tests and qualitative data from observation sheets. The research hypothesis proposed that applying the Double Loop Problem-Solving learning model would improve the mathematics learning outcomes of students in class VIIIB at SMPN 14 Central Buton. The study involved 21 students, comprising 11 boys and 10 girls. The results were evaluated based on the Minimum Completeness Criteria, set at 65. Findings: Based on the results of the first cycle test, the average score was 68.25, with a classical completeness rate of 61.90%. In the second cycle test, the average score increased to 78.93, with a classical completeness rate of 85.71%. This indicates an improvement in student performance from the first to the second cycle. Significance: Based on the student learning outcomes described above, it can be concluded that the Double Loop Problem-Solving learning model can enhance the mathematics learning outcomes of students in Class VIII at SMP Negeri 14 Central Buton.

Challenges and Opportunities of Compulsory Grade 11 Mathematics in Namibia: Impacts on Learners and Careers

Moses Chirimbana — 2025-04-29

Purpose: This study investigates the implications of introducing compulsory Grade 11 Mathematics in Namibia, focusing on its impact on diverse learners and their future professional pathways. Methodology: Anchored in a social constructivist framework, the research examines how students perceive and engage with mathematics, acknowledging the cultural and contextual factors influencing learning experiences. Drawing on national education policies and international comparative studies, the study critically assesses the effectiveness of initiatives aimed at enhancing mathematics accessibility. Findings: Findings reveal significant challenges, including disparities in student aptitude and curriculum inflexibility, while also highlighting opportunities to foster mathematical literacy across a range of career fields. Significance: The research underscores the necessity of inclusive educational strategies that respond to the varied backgrounds, aspirations, and needs of Namibian learners. By offering empirical insights and a comprehensive literature analysis, the study contributes to the broader discourse on mathematics education reform and provides recommendations for policymakers and educators striving to align compulsory mathematics education with the diverse trajectories of Namibian students.

Enhancing Students’ Self-Confidence and Critical Thinking Ability in Identifying Physical and Chemical Changes Using Technology-Assisted Constructivist Approaches

Victor Oluwatosin Ajayi — 2025-04-29

Purpose: This study examined the effectiveness of technology-assisted constructivist approaches—namely, the Predict-Explain-Observe-Explain (PEOE) and Invitation-Exploration-Proposing Explanation-Taking Action (IEPT) models—in enhancing senior secondary students’ self-confidence and critical thinking in identifying physical and chemical changes. Methodology: A quasi-experimental, non-randomized pre-test, post-test control group design was employed. Instruments used were the Physical and Chemical Changes Self-Confidence Scale (PCCSS) and the Critical Thinking Ability Test (CTAT), both validated by subject experts. The study population consisted of 5,543 SS1 Chemistry students in Dekina Local Government Area, Kogi State, Nigeria. A sample of 228 students from six schools was selected through multi-stage sampling. Four research questions and four null hypotheses guided the study. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings: Results indicated statistically significant differences in students’ mean self-confidence and critical thinking scores across the PEOE, IEPT, and traditional discussion groups [F(2, 227) = 2325.074, p < .05; F(2, 227) = 209.004, p < .05]. However, no significant interaction effects were found between instructional method and gender on students’ self-confidence or critical thinking scores [F(2, 227) = .085, p > .05; F(2, 227) = .225, p > .05]. Significance: The study concludes that technology-assisted constructivist strategies significantly improve students’ cognitive and affective engagement in Chemistry. It is recommended that Chemistry educators integrate the PEOE and IEPT models to foster deeper understanding, self-confidence, and critical thinking in distinguishing between physical and chemical changes.