Title: Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students’ 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania

Facilitator’s details (names, position and affiliation): Mrs. Marcellina Mjenda, PhD student in Mathematics Education by Research, ACEITLMS

Potential participants: UR staff and Postgraduate students

Presentation/training mode: Online

Dates and duration(timing): 1^st Septemebr, 2023

Extended abstract the seminar/workshop content

Proficiency in spatial visualization plays a significant role in learning 3D geometry. Spatial visualization ability can be enhanced through relevant teaching and learning techniques. The study aimed to investigate the impact of computer-aided instructional techniques on improving students' spatial visualization skills in learning 3D geometry, addressing the issue of low spatial visualization ability among students. The study followed a mixed research approach with a quasi-experimental design. Twenty mathematics teachers were purposively selected, and 267 Level-4 students from six ordinary-level secondary schools were purposively chosen for the study. Data were gathered using interviews, and pre-and post-tests of control and treatment groups through the use of computer simulation and animation of 3D figures in the treatment group, while the control group was taught using traditional methods.

The Statistical Package for Social Sciences (SPSS) was used to compute descriptive and inferential statistics from quantitative data, while thematic analysis was applied to analyze qualitative data. The results from mathematics teachers’ interviews indicate that teachers put less emphasis on enhancing students’ spatial visualization abilities. Students from the treatment group outperformed the control groups on spatial visualization ability in terms of test scores. Additionally, an independent sample t-test revealed a statistically significant difference between the control and treatment groups regarding spatial visualization ability. The computer-aided instructional approach is relevant in enhancing students’ spatial visualization abilities. To improve students' spatial visualization skills, the researchers propose in-service training for teachers to incorporate computer simulations and animations into the teaching and learning of 3D geometry.

Keywords: 3D figures; instructional techniques; mathematics teachers; simulation and animation; spatial visualization

Title: Secondary School Students’ Attitude towards Mathematics Word Problems

Facilitator’s details (names, position and affiliation): Mr. Robert Wakhata, PhD student in Mathematics Education by Research, ACEITLMS

Potential participants: UR staff and Postgraduate students

Presentation/training mode: Online

Dates and duration(timing): 1^st Septemebr, 2023

Extended abstract the seminar/workshop content

Students’ positive attitude towards mathematics leads to better performance and may influence their overall achievement and application of mathematics in real-life. In this article, we present the findings of an investigation on students’ attitude towards linear programming (LP) mathematics word problems (LPMWPs). An explanatory sequential quasi-experimental design involving a pre-intervention-intervention-post-intervention non-equivalent control group was adopted. A sample of 851 grade 11 Ugandan students (359 male and 492 female) from eight secondary schools (public and private) participated. Cluster random sampling was applied to select respondents from eight schools; four from central Uganda and four from eastern Uganda. The attitude towards mathematics inventory-short form (ATMI-SF) was adapted (with α = 0.75) as a multidimensional measurement tool for measuring students’ attitude towards LPMWPs. The results revealed that students’ attitude towards LPMWPs was generally negative. Enjoyment, motivation, and confidence were weekly negatively correlated while usefulness was positively correlated.

Additionally, the results found no significant statistical relationship between students’ attitudes towards LPMWPs and their age, gender, school location, school status, and school ownership. The discrepancy is explained by both theoretical and/or psychometric limitations, and related factors, for instance, students’ academic background, school characteristics, and transitional beliefs from primary to secondary education. This study acknowledges the influence of, and supplements other empirical findings on students’ attitude towards learning mathematics word problems. The present study provides insight to different educational stakeholders in assessing students’ attitude towards LPMWPs and may provide remediation and interventional strategies aimed at creating students’ conceptual change. The study recommends that teachers should cultivate students’ interests in mathematics as early as possible. Varying classroom instructional practices could be a remedy to enhance students’ understanding, achievement, and, motivation in learning mathematics word problems. The teachers’ continuous professional development courses should be enacted to improve instruction, assessment, and students’ attitude. Overall, the study findings support the theoretical framework for enhancing the learning of mathematics word problems in general and LP in particular.

Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2022). Secondary school students’ attitude towards mathematics word problems. Humanities and Social Sciences Communications, 9(1), 1–11. https://doi.org/10.1057/s41599-022-01449-1