Eurasia Journal of Mathematics, Science and Technology Education

• Alalawi, N. (2025). Exploring the relationship between students’ attitudes toward mathematics and mathematics achievement in the UAE. International Journal for Research in Education, 49(2), 379-415. http://doi.org/10.36771/ijre.49.2.25-pp379-415
• Alviar, J. V., & Gamorez, A. E. (2024). Effects of classroom response system on the achievement and knowledge retention of the students in mathematics. Cogent Education, 11(1), Article 2323364. https://doi.org/10.1080/2331186X.2024.2323364
• Asmida, A., Sugiatno, S., & Hartoyo, A. (2018). Developing the mathematics conceptual understanding and procedural fluency through didactical anticipatory approach equipped with teaching aids. Journal of Education, Teaching and Learning, 3(2), 367-372. https://doi.org/10.26737/jetl.v3i2.796
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
• Bujang, M. A., Omar, E. D., Foo, D. H., & Hon, Y. K. (2024). Sample size determination for conducting a pilot study to assess reliability of a questionnaire. Restorative Dentistry & Endodontics, 49(1), Article e3. https://doi.org/10.5395/rde.2024.49.e3
• Chou, P.-N. (2022). Using Plickers to support student learning in rural schools: A comprehensive analysis. SAGE Open, 12(3), Article 21582440221116109. https://doi.org/10.1177/21582440221116109
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
• Dhungana, S., Pant, B. P., & Dahal, N. (2023). Students’ experience in learning trigonometry in high school mathematics: A phenomenological study. Mathematics Teaching Research Journal, 15(4), 184-201. https://eric.ed.gov/?id=EJ1409234
• Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using technology for formative assessment to improve students’ learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188. https://www.learntechlib.org/p/189651/
• Engelbrecht, J., & Borba, M. C. (2024). Recent developments in using digital technology in mathematics education. ZDM Mathematics Education, 56, 281-292. https://doi.org/10.1007/s11858-023-01530-2
• Gapol, T. K., Villarin, S. J., Cabasan, M. I., & Baculio, P. (2025). Enhancing active learning through classroom response systems: A mixed-method study with Plickers in first-year teacher education. Journal of Interdisciplinary Perspectives, 3(5), 621-630. https://doi.org/10.69569/jip.2025.074
• Hamzah, N., Maat, S. M., & Ikhsan, Z. (2021). A systematic review on pupils’ misconceptions and errors in trigonometry. Pegem Journal of Education and Instruction, 11(4), 209-218. https://doi.org/10.47750/pegegog.11.04.20
• Kent, D. (2019). Plickers and the pedagogical practicality of fast formative assessment. Teaching English with Technology, 19(3), 90-104. https://www.ceeol.com/search/article-detail?id=787035
• Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151-160. https://doi.org/10.1007/BF02288391
• Maskos, K., Schulz, A., Oeksuez, S. S., & Rakoczy, K. (2025). Formative assessment in mathematics education: A systematic review. ZDM Mathematics Education, 57, 679-693. https://doi.org/10.1007/s11858-025-01696-x
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis. International Journal of Qualitative Methods, 16, 1-13. https://doi.org/10.1177/1609406917733847
• Nunes, P. S., Catarino, P., Martins, P., & Nascimento, M. M. (2023). Plickers to support similarities learning: An experience on 7^th grade Portuguese basic education. Contemporary Educational Technology, 15(3), Article ep436. https://doi.org/10.30935/cedtech/13276
• Obeng, B. A., Banson, G. M., Owusu, E., & Owusu, R. (2024). Analysis of senior high school students’ errors in solving trigonometry. Cogent Education, 11(1), Article 2385119. https://doi.org/10.1080/2331186X.2024.2385119
• Patero, J. L. (2023). Revolutionizing math education: Harnessing ChatGPT for student success. International Journal of Advanced Research in Science, Communication and Technology, 3(1), 807-813. https://doi.org/10.48175/IJARSCT-12375
• Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
• Picaza, R. R. (2023). Geogebra application for trigonometry subject: A quasi-experimental research. East Asian Journal of Multidisciplinary Research, 2(5), 2145-2164. https://doi.org/10.55927/eajmr.v2i5.4152
• Rohimah, S., & Prabawanto, S. (2019). Student’s difficulty identification in completing the problem of equation and trigonometry identities. International Journal of Trends in Mathematics Education Research, 2(1), 34-36. https://doi.org/10.33122/ijtmer.v2i1.50
• Said, N. A., Bujang, S. M., Buang, N. A., & Besar, M. N. (2022). Critical thinking transfer practice instrument: A content validity calculation steps based on expert panel evaluation. Education in Medicine Journal, 14(3), 61-74. https://doi.org/10.21315/eimj2022.14.3.5
• Sarppa, R. M. (2023). Use of Plickers assessments to enhance student engagement in ESL classes. International Multidisciplinary Innovative Research Journal, VII(2), 23-33.
• Sentriyo, I., Sumarna, N., Rabani, L., & Arisanti, W. O. (2023). Integration of digital technology in the learning process through problem-based learning models. Al-Ishlah: Jurnal Pendidikan, 15(2), 2266-2274. https://doi.org/10.35445/alishlah.v15i2.3241
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.
• Shana, Z. A., Baki, A., & Abd, S. (2020). Using Plickers in formative assessment to augment student learning. International Journal of Mobile and Blended Learning, 12(2), 57-76. https://doi.org/10.4018/IJMBL.2020040104
• Slavin, R. E. (2008). Perspectives on evidence-based research in education—What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14. https://doi.org/10.3102/0013189X08314117
• Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A systematic review of meta-analyses on the impact of formative assessment on K-12 students’ learning: Toward sustainable quality education. Sustainability, 16(17), Article 7826. https://doi.org/10.3390/su16177826
• Sultana, T. (2025). Information and communication technology to enhance students’ conceptual understanding and reasoning skills in mathematics: A case from Bangladesh. Mathematics Teaching Research Journal, 17(5), 282-306. https://eric.ed.gov/?id=EJ1491519
• Tan, Q., & Yuan, Z. (2024). A professional development course inviting changes in preservice mathematics teachers’ integration of technology into teaching: the lens of instrumental orchestration. Humanities and Social Sciences Communications, 11(1), 1-15. https://doi.org/10.1057/s41599-024-03408-4
• Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
• Topal, I. H. (2020). Plickers: A teacher-friendly digital tool for language education. In Proceedings of the 2^nd ILTERG Conference (pp. 4-13). Gazi University.
• van der Steen, J., van Schilt-Mol, T., van der Vleuten, C., & Joosten-ten Brinke, D. (2023). Designing formative assessment that improves teaching and learning: What can be learned from the design stories of experienced teachers. Journal of Formative Design in Learning, 7, 182-194. https://doi.org/10.1007/s41686-023-00080-w
• Vrotsou, K., Machón, M., Rivas-Ruíz, F., Carrasco, E., Contreras-Fernández, E., Mateo-Abad, M., Güell, C., & Vergara, I. (2018). Psychometric properties of the Tilburg frailty indicator in older Spanish people. Archives of Gerontology and Geriatrics, 78, 203-212. https://doi.org/10.1016/j.archger.2018.05.024
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
• Wardat, Y., Belbase, S., Tairab, H., Takriti, R. A., Efstratopoulou, M., & Dodeen, H. (2023). The influence of student factors on students’ achievement in the trends in international mathematics and science study in Abu Dhabi Emirate schools. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1168032
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

APA

Machisi, E., Alrababah, A. M. A., & Hennig, F. (2026). The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2859. https://doi.org/10.29333/ejmste/18761

Vancouver

Machisi E, Alrababah AMA, Hennig F. The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry. EURASIA J Math Sci Tech Ed. 2026;22(7):em2859. https://doi.org/10.29333/ejmste/18761

AMA

Machisi E, Alrababah AMA, Hennig F. The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry. EURASIA J Math Sci Tech Ed. 2026;22(7), em2859. https://doi.org/10.29333/ejmste/18761

Chicago

Machisi, Eric, Anas Mahmoud Ahmad Alrababah, and Fabian Hennig. "The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 7 (2026): em2859. https://doi.org/10.29333/ejmste/18761

Harvard

Machisi, E., Alrababah, A. M. A., and Hennig, F. (2026). The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry. Eurasia Journal of Mathematics, Science and Technology Education, 22(7), em2859. https://doi.org/10.29333/ejmste/18761

MLA

Machisi, Eric et al. "The impact of Plickers-supported formative assessment on achievement and learning experiences in grade 11 advanced mathematics trigonometry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 7, 2026, em2859. https://doi.org/10.29333/ejmste/18761