Teaching mathematics supported by the interactive mathematics software for primary schools in Rwanda: analysis of teachers’ perceptions and learning outcomes

Abstract

Modern life, shaped by advanced technologies, prioritizes technology-supported instruction in education systems to ensure quality education and promote sustainable global development. This study aimed to explore teachers‟ views on the use of Interactive Mathematics (IM) software in teaching and its impact on learning outcomes, focusing on students‟ performance and conceptual understanding in Rwandan primary schools. The stratified random sampling method was used to select 16 classes assigned to control and experimental groups from 4 public and 3 private schools. Purposive and convenient sampling methods were used to select seven teachers. Guided by the post-positivist paradigm, mixed research methods, through a quasi-experimental design, were employed to collect data via tests and interviews. Before and after the teaching intervention, a test was administered to the traditional and the IM groups to assess students' baseline knowledge equivalence and the effect of IM on learning outcomes, respectively. This study was supported by the frameworks of Technological Pedagogical Content Knowledge (TPACK), the Theory of Acceptance Model (TAM), and the Cognitive Theory of Multimedia Learning (CTML). Learners' pre- and post-test results were analyzed with SPSS 23.0 and MS Excel 2016 using descriptive and inferential statistics. The qualitative data from semi-structured interviews was thematically analyzed with an inductive coding method using Taguette software. The findings indicated that the IM class performed better than the traditional class. In primary 5, the mean pre-test score was 39.56 (SD=19.77), and the mean post-test score was 64.83 (SD=18.46), with p<.001, f=1.32, and g=.41. Moreover, IM demonstrated an effect on learning outcomes between the control and experimental groups when all classes were combined. Additionally, findings indicated an improvement in conceptual understanding through the use of IM, as evidenced by an increase in the percentage of learners who performed well on items across the two tests and by the improvement of learners‟ sample works from the pre-test to the post-test. From inferential statistics, the ANOVA indicated that private school learners performed better than public school learners in the IM environment, though the effect was weak (effect size of η² = 0.016 in the post-test). Furthermore, the findings indicated better improvement in upper primary learners‟ performance than lower primary learners‟ through the use of IM, with a strong effect (effect size η² = 0.269 in the post-test). From the interviews, inductive coding through open, axial, and selective coding generated three themes presented by all teachers (100%) through various codes. Teachers‟ perceptions consisted of the disadvantages of the traditional teaching method, the benefits, and the challenges of using IM in the teaching process. The results had implications for primary school teachers‟ training programs in technology-supported instruction for effective curriculum implementation. Moreover, the implications extend to re-examining TPACK-based studies in classroom practices with a focus on the perceptions of technology users. Various contributions were explained, and recommendations for effective integration of IM into the competence-based curriculum were discussed. For generalizability purposes, suggestions for further similar studies using standardized tools and other scientific methods were formulated.