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Integrating Technology into The Grade Ten Mathematics Curriculum at New Amsterdam Secondary School: Enhancing Instruction and Student Outcomes

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Mathematics remains one of the essential subjects for the foundation of problem-solving, logical and analytical skill in the twenty-first century. There are, however, difficulties in mathematics achievement that are still evident in Guyana, and throughout the Caribbean. The study was carried out in the context of integrating technology in the Grade Ten Mathematics curriculum at New Amsterdam Secondary School, to determine if a technology-based teaching method would be effective for students in the school to achieve higher academic performance than the traditional method. The study had a quasi-experimental research design with a non-equivalent control group. There were three Grade Ten classes: two experimental and one control. Students took pre-tests and post-tests and the intervention was used in twelve lessons of the topic: mensuration. The technology-enhanced lessons for the experimental groups used multimedia presentations, videos, simulations, games and interactive activities, whereas the control group was taught the same using traditional methods.

Results showed significant gains in mathematics achievement for students in the technological approach. The mean gain score of the experimental group (Group I) was 11.286 (SD = 3.041) whereas that of the experimental group (Group II) was 10.231 (SD = 4.072) and the control group was 4.452 (SD = 2.803). The independent samples t-test gave a p value that was much lower than 0.05, which is the level of significance, and this meant that there was a significant difference between the technological method of instruction and the traditional method of instruction. The results of the study indicate that technology enhanced instruction has a positive impact on students’ academic achievement and comprehension in mathematics. The study recommends that technology can enhance mathematics education in secondary schools in Guyana and may be used to help remediate some of the issues that have long plagued mathematics education in Guyana and the wider Caribbean.

An Overview of Attitudes Toward Mathematics Across Different Disciplines, Gender and STEM

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In this research study, the aim is to inspect the attitudes toward mathematics amongst disciplines, gender, and STEM and non-STEM students. To attain this objective, a questionnaire-based research was chosen; this instrument with 20 items in total consisted of four components, namely, self-confidence, enjoyment, motivation, and value. A total of 391 university students answered the questionnaire; the data is tested and analysed using SPSS 20. Since the data was not normally distributed, the Kruskal-Wallis Test for each factor was performed to check for significant differences across disciplines and post hoc tests in all cases to confirm which pairs have differences. Results of pair comparison revealed that a significant difference in all factors exists between Math Education (with higher mean rank) and other disciplines. To provide evidence of the possibility of group differences between STEM and non-STEM students in self-confidence, value, enjoyment, and motivation, the Mann-Whitney U Test is used. Findings detected slightly more positive attitudes among STEM students than non-STEM students. Performing the Mann-Whitney U Test for each factor revealed a significant difference between them with a medium effect size. Related to gender, no significant difference was detected. Whereas a significant difference was detected regarding gender among students in STEM disciplines. Evaluating attitudes of the respondents towards mathematics revealed that students had a moderately high level of enjoyment, self-confidence, and motivation in learning mathematics.

Perspectives of Teaching and Evaluation in Mathematics

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Mathematics as a subject is quite unique in its processes and teaching in that it requires the least amount of memorization. Aside from the numbers and the functions of the operators themselves, not much needs to be memorized to do mathematics. This study is a review on all the different approaches of teaching the subject given by some famous educationists such as Bruner, Piaget, Vygotsky and Dewey in the past. Furthermore, various assessment methods for the subject have been discussed.

Lived Experiences of Grade – 11 Stem Students in Mathematics Using Modular Distance Learning

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This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.