Evaluating the effectiveness of a mathematics word problem mobile App in enhancing problem-solving skills among lower secondary students in Kicukiro District, Rwanda

Abstract

Technology integration in education has shown itself to be an effective way to improve the processes of instruction and learning. Despite Rwanda’s efforts to improve mathematics education, lower secondary students continue to perform poorly in solving mathematics word problems, an issue highlighted in national examination reports for 2019-2022 (NESA, 2023). This study aimed to evaluate the usability and effectiveness of a Mathematics Word Problem Mobile Application (Maths app) in improving the problem solving skills of lower secondary school students in Rwanda. The application was designed to align with the Competence-Based Curriculum (CBC) of Rwanda, covering major topics like Geometry, Algebra, Statistics and Probability, with the word problems integrated into specific curriculum units. The study's goals were to develop mathematics word problems for mathematics topic taught in Rwandan lower secondary schools and include them into the Maths app, evaluate the Maths app's usability, and determine how beneficial the interactive word problems, and evaluate the extent to which the Maths app improves students’ problem-solving skills. The study employed a mixed-methods design and was conducted in two purposively selected day secondary schools in Kicukiro District, focusing on students from lower secondary, and mathematics teachers who teach at the lower secondary level. A total of 40 students participated in the pretest, posttest, and surveys; 20 participants (18 students and 2 teachers) participated in the usability evaluation; and 9 participants (7 students and 2 teachers) were selected for interviews. Purposive sampling was used to select students with access to mobile phones and mathematics teachers with relevant experience. Data were collected using pre- and post-tests, interviews, surveys, and the System Usability Scale (SUS). Quantitative data were analyzed using descriptive statistics and paired t-tests with SPSS, while qualitative data were analyzed using thematic analysis to explore usability, content engagement, and learning outcomes. The findings revealed that the Maths app significantly improved students’ problem-solving skills, as evidenced by a notable increase in posttest scores compared to pretest results. The usability assessment with SUS of 80.875 showed that the Maths app was highly user-friendly, with participants appreciating its alignment with the curriculum and its interactive features. The study concludes that the Maths app is an effective tool for enhancing the problem-solving skills of lower secondary school students in Rwanda. It recommends areas for improvement were identified, including the need for expanded content variety, and offline functionality to enhance accessibility in low-resource settings. Recommendations were made to address these aspects in future iterations of the Maths app, ensuring broader adoption and improved outcomes. This research contributes to the growing body of literature on the role of technology in education and underscores the importance of integrating mobile applications into mathematics instruction to address challenges in teaching and learning.