The objectives of these mixed methods were to 1) improve students’ performance in calculus by using GeoGebra software and 2) investigate students’ experiences with and perspectives on using GeoGebra software in calculus. The participants were 58 mathematics teacher students at a university in Thailand. The instruments in this study were a test; this was called the Calculus Achievement Test (CAT), which consists of limits and continuity; a derivative of function; and its application; and a questionnaire with an interview with a student. The statistics for qualitative data were gathered from instruction; we used percentages, mean scores, standard deviations, and a one-sample t-test; while quantitative data was gathered from students’ reflections and interviews. The results showed: 1) the results of the one-sample t-test show that using GeoGebra Software in Calculus is effective in students’ performance; 2) the data, the quantitative findings show that students were more interested and excited during the intervention. Students could better show their creativity and learn about themselves because of the intervention. Teaching calculus with GeoGebra embedded is a good and effective way to do things. The finding shows a good chance of developing technology-integrated math curricula for teaching and learning calculus.

This study aimed to develop blended learning activities and creativity-based learning in the Mathematics for Computer Course (MCC), compare mathematics achievement in the MCC at a 70% threshold score, compare students’ information technology usage performance, and investigate students’ learning satisfaction. The participants were freshmen who enrolled in MCC at Kalasin University, academic year 2021. Purposive sampling was employed in the recruitment of 25 students. The research tools included: six activities in the MCC, multiple-choice achievement test with 30 items, the information technology competency assessment form, and a 15-item activity satisfaction scale. The statistics used in the data analysis are descriptive for calculating mean, standard deviation, and percentage, as well as one sample t-test for hypothesis testing. The findings indicated that the academic achievement of students representing 76.67% higher than the specified threshold of 70% with statistical significance at the 0.05 level. Students’ competency in using information technology is 81.67 percent, which is higher than the threshold and they were satisfied with learning approach.

The purpose of this study is to investigate how familiarity with social media about local elections influences the engagement of students. The sample for this study consisted of 350 undergraduate students. The questionnaire was used as an instrument in the data collection process. The findings demonstrated that the first place to check for daily political news was Facebook, followed closely by TikTok, and then Twitter. Monitoring is done mostly daily about the regularity with which undergraduate students follow political information. Undergraduate students use electronic devices such as smartphones, iPad, other tablets, notebooks, and desktop computers to keep up with the news. A mean score of 4.30 indicates that the conduct of undergraduate students who obtain political information about local elections from social media is always favorable. The findings suggest that further study should be conducted on specific platforms to validate the impacts of social media usage in light of the distinctive characteristics of each platform.

The objectives of these quasi-experimental methods were to improve academic performance in geometry using a mastery learning approach through GeoGebra for mathematics teacher students and to investigate students’ satisfaction with using a mastery learning approach through GeoGebra in geometry. The participants were divided into two groups, involving 30 and 29 students, respectively. The experimental group with 30 students received instruction in the mastery learning approach through GeoGebra, while the control group received a traditional education in learning geometry. At the end of the lessons, post-tests were administered to both groups. The statistical difference between the participant’s post-test academic performance in the experimental and control groups was analyzed with an independent sample t-test after examining the assumptions of this test, namely normality and homogeneity in each group, while percentages and means were used to assess the satisfaction of the experimental group. The instruments used were the Geometry Achievement Test (GAT), which consists of 2D and 3D dimensions, and a questionnaire with satisfied students. Results of the study indicated that the scores of academic performances in the experimental group were significantly higher than those of the control group. Analysis of the questionnaire responses indicated a positive overall satisfaction with using a mastery learning approach through GeoGebra in geometry. On the other hand, instruction with a mastery learning approach through GeoGebra supported students’ learning of these subjects meaningfully and conceptually.

The research aimed to report the ARCS model for promoting pre-service mathematics teachers’ critical information retrieval skills for research. The purposes of the study on ARCS for critical information retrieval skills were to (1) investigate the conditions of critical information retrieval skills for research of pre-service mathematics teachers on the ARCS model in learning activities, (2) evaluate the development of critical information retrieval skill for research of pre-service mathematics teachers after using the ARCS model, and (3) evaluate the pre-service mathematics teachers’ satisfaction. Forty-nine pre-service mathematics teachers who enrolled in the subject of research for learning development were purposefully selected as the research cohort. The research tools were a questionnaire that could be used to measure critical information retrieval skills for research with contextual accuracy and confidence (IOC = 0.66-1.00, α = .834). The research found that the critical information retrieval skill for the research samples prior to using the ARCS model in learning activities was extremely high; evaluating the development of the research cohort’s critical information retrieval skills after using the ARCS model in learning activities with relative gain scores, overall, the average was very high; and pre-service mathematics teachers’ satisfaction is high. The result revealed that pre-service mathematics teachers could explain the method of searching, extracting, and selecting information, evaluating the quality of information, and effectively making decisions in accepting information.