Keyword: educational technology

ABSTRACT: Students today learn mathematics in a world full of digital tools and instant access to information, yet many still find the subject difficult and overwhelming. This situation raises important questions about how learning is affected when technology becomes both a support and a source of confusion. The study used a structured, quantitative approach to examine how students experience mathematics in a digital learning environment, drawing on responses from first-year college students collected through a validated questionnaire. The study found that students showed strong engagement with technological and AI-based tools. However, their mathematical competence was weakened by high anxiety, low motivation, and limited confidence. Significant differences across eight dimensions revealed that emotional, environmental, and identity-related factors were the most vulnerable areas, compared to cognitive and technological strengths. These results show that improving mathematical readiness requires not only access to digital resources but also stronger support for students’ emotional well-being and learning environments.

ABSTRACT: Despite growing interest in digital learning tools, limited research has examined how educational memes function as meaning-making resources rather than as general engagement devices. Existing studies often treat memes as informal or motivational content, leaving unclear how students themselves interpret their role in learning and where their educational value begins and ends. This study addresses this gap by examining how undergraduate students perceive and experience educational memes within academic settings. Data were collected through in-depth interviews with a purposively selected group of five (5) students enrolled in higher education courses where memes were used as part of instruction. The transcripts were analyzed using a structured thematic analysis to identify patterns in how students described engagement, understanding, emotional support, and perceived limitations. The findings show that students do not view memes as instructional substitutes but as context-dependent supports that aid comprehension, ease academic pressure, and foster connection when clearly aligned with lesson goals. At the same time, students express clear boundaries regarding overuse, misalignment, and loss of academic focus. These results contribute a student-centered account of how memes operate within formal learning, offering guidance for educators and curriculum designers on when and how culturally familiar digital forms can support learning without weakening instructional depth.

ABSTRACT: This study explores the influence of teacher characteristics on technological self-efficacy within the context of Ghana’s standard-based curriculum. Utilizing an explanatory sequential mixed-method design, surveyed 280 in-service teachers. Quantitatively, the study found teacher-student interaction characteristics and humanistic and justice characteristics as closely dominated teacher characteristics. As well, these dimensions significantly predicted various aspects of teachers’ technological self-efficacy. Qualitatively, the study established how these characteristics are manifested in teachers’ classroom practices, highlighting the importance of interactive methods and empathy in fostering student engagement and technological competence. The findings underscore the need for tailored professional development programs that address varying levels of technological self-efficacy among teachers. The study concludes that enhancing teachers’ technological self-efficacy requires a holistic approach, integrating technical skills with humanistic values to create inclusive and effective learning environments.