Enhancing Learning Interest in Mathematics Through Laboratory Methods in Education


  • Bille Geraldi Mathematics Study Program, Faculty of Natural Sciences & Engineering Technology (FIATER), Halmahera University, Indonesia


Laboratory methods, Mathematics education, Learning interest, Student engagement, Pedagogical strategies


This research investigates the effectiveness of laboratory methods in increasing learning interest in mathematics. Through a comprehensive analysis of data collected from surveys, classroom observations, and interviews with educators and students, the study examines the impact of laboratory-based instruction on student engagement, conceptual understanding, and attitudes towards mathematics. The findings reveal a positive correlation between the implementation of laboratory methods and increased student enthusiasm for learning mathematical concepts. Students reported greater confidence in their mathematical abilities and a deeper appreciation for the relevance and applicability of mathematics in their daily lives. Moreover, the study highlights the importance of teacher practices, curriculum design, and professional development in maximizing the benefits of laboratory methods in mathematics instruction. The research contributes to our understanding of the transformative potential of laboratory-based instruction in mathematics education and provides valuable insights that can inform efforts to enhance mathematics education practice.


Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning. Frontiers in Education, 5, 147.

Agustian, H. Y. (2020). Students’ learning experience in the chemistry laboratory and their views of science: in defence of pedagogical and philosophical validation of undergraduate chemistry laboratory education.

Akinmola, E. A. (2014). Developing mathematical problem solving ability: a panacea for a sustainable development in the 21st century. International Journal of Education and Research, 2(2), 1–8.

Anderson, R. D. (1994). Issues of curriculum reform in science, mathematics and higher order thinking across the disciplines. US Department of Education, Office of Educational Research and Improvement ….

Apple, M. W. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23(5), 412–431.

Atkinson, R. D., & Mayo, M. J. (2010). Refueling the US innovation economy: Fresh approaches to science, technology, engineering and mathematics (STEM) education. The Information Technology & Innovation Foundation, Forthcoming.

Barakabitze, A. A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., Iddi, A., & Sanga, C. (2019). Transforming African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities. Education Research International, 2019, 1–29.

Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of E-Learning, 13(2), 59–67.

Brinson, J. R. (2017). The Effects of Virtual Versus Physical Lab Manipulatives on Inquiry Skill Acquisition and Conceptual Understanding of Density. Indiana State University.

Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(9), 971–1002.

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113.

Corwin, L. A., Runyon, C. R., Ghanem, E., Sandy, M., Clark, G., Palmer, G. C., Reichler, S., Rodenbusch, S. E., & Dolan, E. L. (2018). Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates’ research career intentions fully mediated by student ownership. CBE—Life Sciences Education, 17(2), ar20.

Cross, M. (2017). Graduate voices: Exploring numerate professionals’ mathematics education experiences and challenges. Leeds Beckett University.

Divrik, R., Pilten, P., & Tas, A. M. (2020). Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students’ Problem-Solving and Problem-Posing Skills: A Mixed Methods Research. International Electronic Journal of Elementary Education, 13(2), 287–308.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty?first century. Science Education, 88(1), 28–54.

Klyn, L. (2018). Steam Design Thinking And Innovation: A Collaborative, Interdisciplinary, Authentic Approach To Problem Solving In Mathematics.

Kul, Ü., Celik, S., & Aksu, Z. (2018). The impact of educational material use on mathematics achievement: A meta-analysis.

Ma, Y. (2020). Ambitious and anxious: How Chinese college students succeed and struggle in American higher education. Columbia University Press.

McDonald, C. V. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics. Science Education International, 27(4), 530–569.

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of Research on Mathematics Teaching and Learning, 1, 575–596.

Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88.

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157–168.

Pant, B. P. (2015). Pondering on my beliefs and practices on mathematics, pedagogy, curriculum and assessment. Kathmandu University School of Education.

Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., McCallum, D. M., & Asert. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal of Youth and Adolescence, 42, 1028–1040.

Steen, L. A. (2004). Achieving quantitative literacy: An urgent challenge for higher education (Issue 62). MAA.

Tarango, J. A. G. (2019). Mindset, math and gender: How impacting female students’ mindset towards math impacts their success in the classroom and beyond. California State University, Fullerton.

Zhong, B., & Xia, L. (2020). A systematic review on exploring the potential of educational robotics in mathematics education. International Journal of Science and Mathematics Education, 18(1), 79–101.




How to Cite

Bille Geraldi. (2024). Enhancing Learning Interest in Mathematics Through Laboratory Methods in Education. Journal Basic Science and Technology, 13(1), 09-18. Retrieved from http://ejournal.iocscience.org/index.php/JBST/article/view/4983