Nigerian Online Journal of Educational Sciences and Technology

Learning Difficulties in Solving Problems in Mathematics at Tertiary Level

2026-07-02T23:23:43+00:00

This paper examined a conceptual review of learning difficulties in solving mathematical problems at the
tertiary level. Problem-solving is pivotal to learning mathematics at all educational levels as it fosters indepth mathematical understanding and transfer of mathematical knowledge to both known and unknown
situations. It is quite unfortunate that solving mathematical problems remains a challenge for students at
tertiary levels despite its significance. Many students are still confronted with difficulties at each stage of
the general problem-solving procedure prescribed by Polya. These difficulties include: lack of
understanding of the problem statement; inability to devise a plan, inability to execute an appropriate plan
and inability to check for corrections. Nine contributory factors to these difficulties in problem-solving
were identified, which are weak foundational knowledge, anxiety, ineffective teaching methods, language
barriers, poor strategies, inadequate practice, overcrowded classrooms, socio-economic hardship, and
limited technology access. It is therefore recommended that educators take into consideration these
difficulties and factors contributing to them to proffer better ways of overcoming such challenges to
learners, such as better teaching strategies, supportive institutional policies, improved resources, and
explicit instruction in problem-solving skills like those of George Polya and others. This will enable
teachers and students to be good problem-solvers.

TRENDS IN RESEARCH IN MATHEMATICS LEARNING AND INSTRUCTION

2026-07-02T23:29:43+00:00

This study conducted a systematic review using content analysis to examine trends in research on
mathematics learning and instruction between 2016 and 2025. A total of 187 studies were selected
from ERIC, Scopus, Web of Science, and PsycINFO and analyzed based on thematic focus,
methodological approaches, geographic distribution, and educational level. The findings revealed
six dominant thematic areas: technology-enhanced learning (27%), conceptual understanding and
procedural fluency (22%), equity and inclusion (18%), affect and motivation (16%), teacher
professional development (12%), and embodied cognition (5%). Methodologically, mixedmethods studies were most prevalent (38%), followed by quantitative (35%) and qualitative (27%)
approaches. The results also indicate a strong geographic concentration of studies in North
America and Western Europe (62%), with limited representation from Global South regions.
Furthermore, the review identified critical gaps in longitudinal research, context-sensitive studies
in under-resourced settings, and the classroom implementation of emerging approaches such as
embodied cognition. These findings highlight the need for more geographically inclusive,
methodologically diverse, and practice-oriented research to advance mathematics education
globally.

Bibliometric Analysis of Learning Difficulties in Solving Problems in Mathematics at Pre-Tertiary Levels

2026-07-02T23:39:25+00:00

Learning difficulties in solving mathematical problem during pre-tertiary education constitute a
persistent barrier to student achievement and STEM readiness. This study presents a systematic
bibliometric analysis of literature on learning difficulties in mathematical problem solving at pretertiary levels, employing the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) framework to ensure transparent identification and selection of records.
Bibliographic data were synthesized using bibliometric indicators (annual production, productive
countries/journals/authors, citation metrics) and network analyses (keyword co-occurrence, coauthorship). Findings indicate sustained growth in research output since 2000, concentration of
publications in high-income countries, and thematic emphasis on cognitive factors (e.g., working
memory), instructional strategies (e.g., strategy instruction; problem-based learning), affective
factors (e.g., mathematics anxiety), and technology-mediated interventions. Notable recent
bibliometric and review studies corroborate these trends and highlight important gaps—especially
limited representation from low- and middle-income countries and a shortage of longitudinal and
teacher-centred studies. Recommendations include expanding cross-cultural research,
strengthening teacher-focused intervention studies, and prioritizing longitudinal designs to better
capture developmental trajectories of problem-solving difficulties.

Trends in Research in Evaluation and Curriculum in Mathematics Education

2026-07-02T23:45:26+00:00

This study conducted a content analysis on trends in evaluation and curriculum research in
mathematics education from 2007 to 2023. A sample of thirty (30) related studies was conducted,
selected from journal articles available online from Google Scholar, analyzed and coded through
content analysis in terms of their contexts, sample size and type, data collection tools and data
analysis techniques. The results showed that; evaluation studies were more prominent than
curriculum studies in mathematics education, more preference for teachers and students’ views as
sample types thus neglecting other stakeholders; qualitative research methods were mainly
employed; documents and questionnaires were the dominant data collection tools in the qualitative
and quantitative research respectively, content analysis was dominant in studies which used
qualitative analysis techniques, while frequency/percentage and mean/standard deviation, t-test
and ANOVA were mostly utilized as descriptive and inferential quantitative analysis techniques
respectively. Therefore, it is concluded that the studies on evaluation and curriculum in
mathematics education conducted in Nigeria outnumbered the ones in other countries and studies
were more concerned with the views of mathematics education teachers and students.

Pedagogical Approaches to the Learning of Mathematical Concepts at the PreTertiary Level

2026-07-02T23:51:46+00:00

This study examined pedagogical approaches to the learning of mathematical concepts at the pretertiary level with the aim of identifying effective instructional strategies, challenges affecting
mathematics teaching and learning, and possible measures for improving students’ conceptual
understanding and academic achievement. The study adopted a systematic literature review design
using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
framework to identify, screen, and synthesize relevant empirical and theoretical studies published
between 2018 and 2026. Relevant literature was retrieved from databases including Scopus,
Google Scholar, and ERIC. The review revealed that learner-centered pedagogical approaches
such as constructivist teaching, problem-based learning, inquiry-based learning, collaborative
learning, Realistic Mathematics Education, ethnomathematics, and technology-integrated
instruction significantly improve students’ understanding of mathematical concepts, critical
thinking, problem-solving skills, and classroom engagement. Six research questions guided this
study, and findings showed that technology-supported instruction enhances learners’ visualization
and motivation in mathematics learning. However, challenges such as inadequate teacher
preparation, poor technological infrastructure, rigid curricula, insufficient instructional materials,
and mathematics anxiety continue to hinder effective implementation of innovative pedagogical
practices. The study concluded that effective mathematics learning at the pre-tertiary level depends
largely on the adoption of learner-centered pedagogies, teachers’ pedagogical content knowledge,
supportive learning environments, and curriculum reforms that emphasize conceptual
understanding and real-life application of mathematical knowledge. The study recommended
continuous professional development for teachers, increased technological investment, curriculum
restructuring, and the promotion of inclusive and culturally responsive instructional practices to
improve mathematics education outcomes.

Exploring the Effect of Tech-IntelligentInteractive Video- based Instructional Package (TVIP) on Mathematics Achievement among Primary School Pupils in Osun, Nigeria: An experimental approach

2026-07-02T23:55:42+00:00

This study aimed to explore the Effect of the Tech-Intelligent Interactive Video-based Instructional
Package (TVIP) on the achievement of primary school pupils in Mathematics in Osun State. The
studyadopted the pretest-posttest control group quasi-experimental research design. The data were
collected using the Pupils’ Achievement in Mathematics and Instructional Guide for the use of
Tech intelligent interactive video Instructional Package IVIP). The participants were 145 (70 mal
es and 75 females) among primary five pupils inOsun State. Two intact classes from two public
schools in Osun senatorial Area of Osun Area participated in the study. 09; p<0.05, partial ƞ
2 =0.1
7). Data were analyzed using Analysis of Covariance (ANCOVA). Results revealed that the
group that used Tech-intelligent Video Instructional Package outperformed their counterpart in the
conventional group. The findings highlight the significance of Tech-intelligent Video Instructional
Package for instruction especially in Mathematics. It is recommended that mathematics teachers
and educational stakeholders integrate tech-intelligent instructional package into the primary
school curriculum to improve learning outcomes.

Digital Leadership and Conflict Management of Principals as Predictors of Teachers’ Productivity in Public Secondary Schools in Osun State, Nigeria

2026-07-03T00:03:58+00:00

This study investigated digital leadership practices and conflict management skills as predictors
of teachers’ productivity in public secondary schools in Osun State, Nigeria. The study employed
a descriptive research design of correlation type. Using a multi-stage stratified random sampling
technique, data were collected from a sample of 436 respondents, comprising 40 principals
and 396 teachers. Data collection instruments included the Principals’ Digital Leadership and
Conflict Management Questionnaire (PDLCMQ) and the Teacher Productivity Rating
Questionnaire (TPRQ), both of which were validated and deemed reliable. Data were analyzed
using mean, standard deviation, Pearson Product Moment Correlation and Multiple Regression
Analysis. The study found out that principals demonstrated a moderate level of digital leadership
(M = 3.24), with digital communication emerging as the strongest dimension. Principals
predominantly adopted collaborating, accommodating and compromising styles to resolve
workplace tensions. Teachers’ productivity was rated moderate (M = 3.27) across lesson delivery,
curriculum coverage and punctuality. Both digital leadership and conflict management
significantly and jointly predicted teachers’ productivity (R = 0.507, R2 = 0.257, p < 0.05), with
digital leadership identified as the stronger independent predictor. The study concluded that effective school leadership—both in the digital and relational domains—is a critical determinant
of organizational success. It was recommended that the Ministry of Education should
institutionalize targeted professional development workshops focusing on pedagogical technology
integration and emotional intelligence training to further enhance teacher engagement and sustain
academic excellence in the state.

Principals’ Digital Leadership Competencies as Predictors of Teachers’ Instructional Effectiveness in Public Secondary Schools in Osun State, Nigeria

2026-07-03T00:10:51+00:00

This study examined principals’ digital leadership competencies as predictors of teachers’
instructional effectiveness in public secondary schools in Osun State, Nigeria. A descriptive survey
research design of the correlational type was adopted. The population comprised teachers in
public secondary schools, from which a sample of 367 respondents was selected using multistage
sampling techniques. Data were collected using a structured questionnaire measuring dimensions
of digital leadership competencies—such as vision for digital integration, professional
development support, digital infrastructure, communication and collaboration, and monitoring
and evaluation—as well as components of instructional effectiveness, including lesson delivery,
use of instructional materials and technology, classroom management, student engagement, and
assessment practices. Data were analyzed using descriptive statistics, Pearson correlation, and
multiple regression analysis at the 0.05 level of significance. Findings revealed that both
principals’ digital leadership competencies M = 1.79 and teachers’ instructional effectiveness (M
= 1.46) were at low levels. However, a moderate, positive, and statistically significant relationship
was found between the two variables. Digital leadership competencies significantly predicted
teachers’ instructional effectiveness, accounting for 16% of the variance (R2=0.16). Among the
dimensions, vision for digital integration, provision of infrastructure, and digital communication
were significant positive predictors, while monitoring and evaluation showed a negative
contribution. The study was grounded on the foundations of Transformational Leadership Theory,
which explains how principals’ leadership behaviours can enhance teachers’ instructional effectiveness. It concludes that enhancing principals’ digital leadership competencies is essential
for improving instructional effectiveness in schools. Recommendations were made to strengthen
leadership capacity, improve infrastructure, and promote effective technology integration.

EXPLORING THE INTEGRATION OF SPEECH RECOGNITION TECHNOLOGIES TO SUPPORT INCLUSIVE E-LEARNING FOR MULTILINGUAL NIGERIAN DISTANCE LEARNERS WITH DISABILITIES

2026-07-03T08:40:05+00:00

The rapid expansion of digital learning environments has transformed higher education by
enhancing instructional delivery, expanding educational access, and promoting learner
participation. In Nigeria, the increasing adoption of distance education has created opportunities
to extend higher education to geographically dispersed and underserved populations. Despite
these advancements, multilingual learners with disabilities continue to encounter significant
barriers related to communication, language diversity, accessibility, and equitable participation
in online learning environments. Speech recognition technologies have emerged as promising
assistive tools capable of supporting inclusive e-learning through speech-to-text transcription,
real-time captioning, and voice-enabled interaction.
This paper explores the integration of speech recognition technologies to support inclusive elearning for multilingual Nigerian distance learners with disabilities. The study adopts an
integrative literature review approach, drawing on contemporary scholarly literature, policy
documents, and empirical studies on speech recognition technologies, assistive technologies,
inclusive education, multilingual learning, and distance education. While speech recognition
technologies have considerable potential to improve accessibility, learner engagement,
communication, and participation, their successful implementation is influenced by several
interrelated factors, including recognition accuracy, multilingual capability, digital
infrastructure, institutional readiness, inclusive pedagogical practices, and supportive policy
frameworks.