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Lower and upper primary learners’ difference in performance and conceptual understanding: Support of interactive mathematics software for Rwanda
By Uwineza I.
The use of technology to enhance classroom practices draws attention from numerous educational systems and scientific studies. Rwanda's educational system prioritized ICT-integrated instructions in primary schools in order to enhance the provision of high-quality education from early years. Therefore, this study was undertaken at both public and private schools in Kigali City. It sought to find out the impact of Interactive Mathematics software (IM) on conceptual understanding and performance in lower and upper elementary mathematics learners. Designed as quasi-experimental, it involved 253 learners from Primary 2 and Primary 4, conveniently assigned to controls and experimental groups. A sample of learners’ test works was used to collect data before and after the treatment. Learners' test scores were collected and analyzed using Excel and SPSS v.23 software. The results showed that P2 and P4 treatment groups’ mean scores differed significantly from each other. The effect was more noticeable at both levels in public schools than in private ones. Based on the significance of mean difference and performance on an item, there was no discernible difference in the impact of Interactive Mathematics aided teaching on lower and upper primary mathematics performance. The study's conclusion included some recommendations for Rwanda Basic Education Board and called for additional, more thorough research on the qualitative facets of IM-supported teaching. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Perceptions of using interactive mathematics software among Rwandan primary school teachers
By Uwineza I.
This study aimed to explore primary school teachers’ perception of using Interactive Mathematics (IM) software in teaching and learning activities using qualitative interpretive phenomenology. It involved seven teachers non-randomly selected from the lower and upper primary with different gender and teaching experiences who participated in a semi-structured interview which took around 30 minutes on average for each interviewed teacher after the experimentation period. Data were collected by recording and writing in a notebook some key information using both English and Kinyarwanda languages to capture the maximum perception of teachers. Translation of Kinyarwanda answers to English and transcription followed by respecting the main interview questions. Three themes emerged: (1) the disadvantages of traditional teaching and learning of mathematics, (2) the benefits of aspects of ICT and interactive mathematics software, and (3) the challenges of using ICT and interactive mathematics software. Based on the findings, suggestions, and recommendations about the effective utilization of IM in classroom activities, as well as its integration into the curriculum, were discussed.
Grade-3 Learners' Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software
By Uwineza I.
This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners' test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a.05 p-value, the effect size of significance, and learning gains. The analysis of learners' workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes. © 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/)
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