Digital learning materials play an important role in improving learning quality, particularly in the digital era. However, the limited availability of innovative digital teaching materials remains a challenge in mathematics education. This study aimed to evaluate the validity, practicality, and effectiveness of a digital STEAM-Inquiry Learning (STEAMIL) module in enhancing elementary students’ mathematical literacy. The module was developed using a research and development approach based on the ADDIE model and incorporated interactive instructional videos, project-based assignments, and liveworksheets integration. The participants were 58 elementary school students from a school in Bengkulu, Indonesia. Data were analyzed using descriptive statistics to assess validity and practicality, a paired-samples t-test to examine differences between pretest and post-test scores, and N-gain analysis to determine learning effectiveness. Expert evaluations indicated that the module met the established validity criteria, while field-trial results demonstrated high practicality. The findings also revealed a significant difference between pretest and post-test scores, with an N-gain of 60.18%, indicating moderate effectiveness. Furthermore, 75.86% of students achieved the high mathematical literacy category. These findings suggest that integrating digital technology, inquiry-based learning, interdisciplinary STEAM activities, and Liveworksheets into a learning module offers a promising approach to supporting mathematical literacy in elementary education.
Persistent misconceptions about scientific concepts develop early in elementary education and resist traditional teaching. The diagnostic tools most commonly used to identify them, such as multiple-choice and tiered tests, reveal that an answer is incorrect but not the reasoning behind it. This article presents DIALOGOS (DIAlogic Learning Observatory for the Grasping Of Science), a conceptual framework for a teacher-guided conversational tool that elicits and maps elementary pupils' science misconceptions through natural dialogue. The framework was developed through a theory synthesis of 68 sources identified in Scopus, ERIC, and Google Scholar, comprising 62 peer-reviewed works, two preprints, three books, and one policy report, managed in Zotero and hand-coded in a five-field extraction matrix. Coded claims were integrated through conceptual translation, cross-strand confrontation, and constraint propagation across three areas: conceptual change theory, dialogic teaching, and educational chatbot research. The synthesis yields six design principles and a four-part architecture: a dialogic elicitation engine grounded in Socratic questioning and the elicit–confront–resolve sequence; a mapping module comparing pupils' reasoning against a research-based catalogue and a concept-map overlay; an individual misconception profile; and a class-level observatory for teachers. The framework repositions educational chatbots from answer providers to diagnostic listeners, shifts misconception diagnosis from item-based to conversation-based mapping, and specifies six testable propositions for empirical validation
Children's rights awareness may contribute to social and interpersonal development, yet empirical evidence on its relationship with social reasoning among primary school pupils remains limited in Nigeria. This study investigated children's rights awareness as a predictor of social reasoning among Primary 5 and 6 pupils in Ilorin South Local Government Area, Kwara State. A predictive correlational survey design was adopted. From a population of 4,260 pupils in 52 public primary schools, 400 were selected through multistage sampling. Data were collected using the Children's Rights Awareness and Social Reasoning Questionnaire (CRASRQ), with reliability coefficients ranging from 0.79 to 0.88 for the rights awareness dimensions and 0.87 for social reasoning. Data were analysed using descriptive statistics and multiple linear regression at the 0.05 significance level. Findings showed moderate children's rights awareness and high social reasoning. The four dimensions jointly and significantly predicted social reasoning (R² = .308, F(4, 395) = 43.935, p < .001), with non-discrimination rights emerging as the strongest predictor. The study identifies children's rights awareness, particularly non-discrimination rights, as an important correlate of pupils' social reasoning. Rights-based educational practices should therefore be strengthened in primary schools to promote inclusive and socially responsible learning environments.
Digital teaching materials are essential to effective learning, particularly amid the ongoing industrial and digital revolutions. A persistent shortage of innovative, technology-based teaching materials has contributed to consistently low levels of mathematical literacy among pupils. This study addresses that gap by developing a valid digital STEAM-Inquiry learning module designed to enhance the mathematical literacy of primary school pupils. The module was developed using a development research approach and the ADDIE model, and incorporates interactive instructional videos, project assignments, and integrated live worksheets. Participants were 58 pupils from a primary school in Bengkulu. Data were analysed using descriptive statistics to establish the product's validity and practicality, followed by a paired-samples t-test and N-gain analysis to assess its effectiveness. Expert appraisal confirmed that the module met the established validity criteria, and field trials confirmed its usability, yielding a rating of "highly practical". The module also contributed substantially to the attainment of mathematical literacy, with 75.86% of pupils reaching the high-level category. These findings are supported by the paired-samples t-test, which revealed a significant difference between pretest and posttest scores, with an N-gain of 60.18, indicating moderate effectiveness. The module therefore proves instrumental in fostering pupils' mathematical literacy.
The reliance on digital information for lesson preparation and access to current educational resources has made search engine technologies increasingly relevant to primary school teaching. This study assessed the use and effectiveness of search engine technologies among primary school teachers in Jigawa State, Nigeria. Four objectives guided the study. A quantitative approach and cross-sectional survey design were adopted. The population was school teachers in 391 primary schools across 27 Local Governments of Jigawa State. Multistage sampling was used to select the respondents, while data were collected using structured questionnaire and analysed with SPSS Version 27.0 using descriptive and inferential statistics. Findings revealed high awareness (M=3.53), information-searching skills (M=3.56), use of search engines for teaching (M=3.84) and teaching effectiveness (M=4.00). Major challenges included unreliable Internet connectivity and high data costs (84.8% each), poor electricity supply (84.0%), limited access to Internet-enabled devices (70.7%), inadequate training (61.1%) and limited knowledge of advanced search techniques (59.4%). A significant positive relationship existed between search engine use and teaching effectiveness (r=.682, p<.05), while teaching effectiveness differed significantly by level of search engine use (F=28.674, p<.05). The study concluded that search engine technologies support teaching effectiveness but require improved infrastructure and training for optimal utilization
