Utilization of Photomath Among Grade 7 Junior High School Students

Abstract

This study investigates the efficacy of introducing the Photomath mobile app into the mathematics curriculum for Grade 7 students. The study takes a mixed-methods approach, combining quantitative analysis and qualitative observations to assess Photomath's impact on students' learning results. The study intends to offer light on how Photomath affects students' mathematical knowledge, problem-solving abilities, and overall academic achievement via the lens of educational technology. The quantitative component entails examining pre- and post-intervention assessment scores and comparing the performance of students who used Photomath to those who used standard teaching methods. In addition, surveys and interviews are used to collect qualitative data about students' perspectives, attitudes, and experiences using Photomath. This dual-method approach enables a more nuanced assessment of the complex implications of incorporating this technology into the Grade 7 mathematics curriculum. The study's findings are intended to contribute not only to scholarly discussions on technology-assisted learning, but also to practical issues for educators and legislators. By investigating the efficacy of Photomath at a specific grade level, the study hopes to shed light on the possible benefits and drawbacks of using similar instructional tools. Finally, this investigation aims to inform evidence-based decisions on the use of technology to improve mathematics teaching for Grade 7 pupils.