One of the challenging concepts that many primary school pupils deal with is adding fractions. However, the problem of adding fractions in the classroom might be resolved by employing virtual manipulatives. This study aimed to compare the use of virtual manipulatives and conventional lecture-based methods in two groups of Year 4 pupils to examine the effects of understanding the addition of fractions. Sixty-four pupils participated in this study. This study occurred throughout a six-week time frame in a primary school in Temerloh, Malaysia. A quasi-experimental non-equivalent pre-post test was implemented to compare the effects of the control and experimental groups. The first finding showed that the experimental group's conceptual understanding of adding fractions was significantly better after using virtual manipulatives during the intervention, t (62) = 11.682, p<0.005. Cohen's D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The second finding revealed that the conceptual understanding of adding fractions was significantly better after the intervention with virtual manipulatives when controlling the pre-test score, F (1, 61) = 9.475, p < .001, η2 = 0.134. This study showed that pupils in the experimental group improved their conceptual understanding of adding fractions.

This research based on community service aims to evaluate the effectiveness of the science, technology, engineering, and mathematics (STEM) approach in strengthening the literacy and numeracy learning profile of students at Eakkapapsasanawich Islamic School Thailand. The research employs a quantitative research approach with a single-group pre-test and post-test control design. The research sample consists of two groups: an experimental group receiving STEM-based instruction and a control group receiving conventional instruction. The total number of students involved in this study is 60, with each group comprising 30 students. Data collection techniques include pre-test and post-test assessments involving literacy and numeracy-related questions relevant to the school curriculum. Data analysis is conducted using descriptive statistical methods and independent t-test to compare test results between the experimental and control groups. The results indicate that students who received instruction with the STEM approach experienced a significant improvement in numeracy literacy compared to those who received conventional instruction. The average scores of the final test in the experimental group were significantly higher than those in the control group. Statistical analysis also reveals a significant difference between the two groups in terms of improvement in numeracy literacy scores. This suggests that the STEM approach is effective in enhancing the literacy and numeracy learning profile of students.

Multimedia instructional strategies (MIS) have been shown to significantly enhance learners’ academic performance in mastering challenging chemistry concepts. However, few studies have specifically investigated using MIS to enhance students’ conceptual understanding of molecular hybridisation. This study employed a nonequivalent two-group pre-test/post-test quasi-experimental design to determine the impact of MIS on students’ conceptual understanding of hybridisation. Data were collected from 60 second-year senior high school students using a diagnostic test and an interview guide. Pre-tests and post-tests were administered to two intact classes of 30 students each: one served as the experimental group and the other, the control group,  purposively sampled from two different schools. The results revealed that students in the experimental group (taught using MIS) achieved significantly higher post-test scores than those in the control group (taught using conventional methods). Additionally, the experimental group exhibited a significant improvement from pre-test to post-test scores, whereas the control group’s pre-test and post-test scores did not differ significantly. Moreover, MIS was highly interactive, promoted student interest, and enhanced students’ understanding of hybridisation. Therefore, the study recommends that science educators incorporate MIS into their instruction to improve students’ conceptual understanding of other abstract chemistry concepts. The implications of these findings are discussed in detail, highlighting the potential of MIS in chemistry education.