Journal of Pedagogical Sociology and Psychology
The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding
Nicholas Mensah 1 * , Francis Ohene Boateng 1, Josph Frank Gordon 1
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1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2025 - Volume 7 Issue 2, pp. 71-84
https://doi.org/10.33902/jpsp.202531125

Article Type: Research Article

Published Online: 19 Aug 2025

Views: 5 | Downloads: 4

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.
KEYWORDS
Photomath mathematics achievement conceptual understanding pre-service teachers
In-text citation: (Mensah et al., 2025)
Reference: Mensah, N., Boateng, F. O., & Frank Gordon, J. (2025). The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding. Journal of Pedagogical Sociology and Psychology, 7(2), 71-84. https://doi.org/10.33902/jpsp.202531125
In-text citation: (1), (2), (3), etc.
Reference: Mensah N, Boateng FO, Frank Gordon J. The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding. Journal of Pedagogical Sociology and Psychology. 2025;7(2), 71-84. https://doi.org/10.33902/jpsp.202531125
In-text citation: (1), (2), (3), etc.
Reference: Mensah N, Boateng FO, Frank Gordon J. The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding. Journal of Pedagogical Sociology and Psychology. 2025;7(2):71-84. https://doi.org/10.33902/jpsp.202531125
In-text citation: (Mensah et al., 2025)
Reference: Mensah, Nicholas, Francis Ohene Boateng, and Josph Frank Gordon. "The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding". Journal of Pedagogical Sociology and Psychology 2025 7 no. 2 (2025): 71-84. https://doi.org/10.33902/jpsp.202531125
In-text citation: (Mensah et al., 2025)
Reference: Mensah, N., Boateng, F. O., and Frank Gordon, J. (2025). The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding. Journal of Pedagogical Sociology and Psychology, 7(2), pp. 71-84. https://doi.org/10.33902/jpsp.202531125
In-text citation: (Mensah et al., 2025)
Reference: Mensah, Nicholas et al. "The effect of using photomath on pre-service teachers’ algebra achievement: The mediating role of conceptual understanding". Journal of Pedagogical Sociology and Psychology, vol. 7, no. 2, 2025, pp. 71-84. https://doi.org/10.33902/jpsp.202531125
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