The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding

Abstract

This study explored the impact of Photomath on the mathematics achievement of pre-service teachers in algebra, with a focus on the mediating roles of conceptual understanding and interest. A total of 257 undergraduate Education students from Wiawso College of Education in Ghana were selected through stratified and simple random sampling. Using a quantitative research approach, data were collected via structured questionnaires and analyzed with AMOS software to examine the hypothesized relationships. The results revealed that Photomath usage significantly and positively influenced pre-service teachers’ achievement in algebra. Furthermore, the direct effect of Photomath on algebra achievement was also found to be positive and statistically significant. In terms of conceptual understanding, Photomath had a significant and positive impact, enhancing students’ comprehension of algebraic concepts. However, while Photomath showed a positive effect on students’ interest, this relationship was not statistically significant. Notably, conceptual understanding was found to partially mediate the relationship between Photomath usage and mathematics achievement. These findings suggest that educators and institutions should consider integrating Photomath into algebra instruction to support student learning and achievement.