International Journal of Education in Mathematics, Science and Technology

The International Journal of Education in Mathematics, Science and Technology (IJEMST) is a peer-reviewed scholarly online journal. From 2023, the IJEMST will be published six times a year. The IJEMST is a non-profit journal and publication is completely free of charge.

The IJEMST welcomes any papers on math education, science education and educational technology using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJEMST.

Please consider that editor and reviewers invest significant time in the submission. Thus, the submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process.

The submission is first reviewed by the editorial team. This initial review is completed in two weeks. If the submission passes the initial review, then the blind review takes about 6 months.

The journal has a double-blind review process. Any manuscript submitted for consideration in publication in the regular or special issue of the journal is reviewed by at least two international reviewers with expertise in the relevant subject area. 

The final author versions of the papers should be proofread in terms of language and APA style. If any paper does not meet the language and/or APA style standards at any level of review or publication process, then it will be rejected.

The template is not mandatory for articles submitted for review. The template can be used for accepted papers.


IJEMST Cover

Announcements

 

Acceptance Rate

  

The acceptance rate for 2022 is about 9%: 59 accepted, 654 submissions.

The acceptance rate for 2021 is about 7%: 40 accepted, 610 submissions.

The acceptance rate for 2020 is about 5%: 24 accepted, 384 submissions.

The acceptance rate for 2019 is about 11%: 24 accepted, 217 submissions.

The acceptance rate for 2018 is about 15%: 26 accepted, 179 submissions.

  
Posted: 2022-12-31
 
More Announcements...

Year: 2024 Volume: 12 Number: 3

Table of Contents

Articles

Evaluation of Intertwined Project-Based Learning in Introductory Mathematics and Statistics Courses
Nehal J. Shukla, Kristin Lilly, Ben Kamau
PDF
552-574
The Impact of a Cognitive Neuroscience-Based Educational Program on Developing Reading Comprehension Skills among Intermediate Stage Students
Hala Alhag Alameen Sulieman, Ibrahem Mohammed Abdullah Alamoush, Kholoud Abdulraheem Auwid Al Shdaifat
PDF
575-589
The Correlation of Participation to Sport, Social Self-efficacy and Social Anxiety in Adolescents
Turgut Yildirim, Calik Veli Kocak, Sinem Parlakyıldız
PDF
590-604
Teachers’ Employment for Student-Centered Pedagogy and Assessment Practices in the EFL Classroom from Students’ Perspective
Mohd Nazim, Ali Abbas Falah Alzubi, Abdul-Hafeed Fakih
PDF
605-620
Investigation of the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates Perspective
Abdulkadir Kirbas, Mesut Bulut
PDF
621-641
White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
Rachael Forester, Ryan A. Miller, Rachel Friedensen, Annemarie Vaccaro, Ezekiel W. Kimball
PDF
642-659
It Says STEM so it must Work for Everyone: Experiences, Beliefs, and Career Choices across the STEM Disciplines
Drew Gossen
PDF
660-681
Does Participation in Outdoor Sports Affect Environmental Attitudes? A Research on University Students
Yasin Arslan, Ceren Suveren, Cisem Unlu, Abdulkerim Ceviker
PDF
682-692
Comparative Analysis of Scientific Communication Skills between Korean and Australian University Students
Eunju Kang, Hai Suk Kim
PDF
693-706
Investigating the Effects of Different Model Based Inquiries on Students’ Science Achievement, Scientific Process Skills and Motivation
Tuğba Geçgil, Hakan Akçay
PDF
707-724
Rainbows, Presents, Zombies, and Frankenstein's Monster: Insights into Young Children's Attitudes towards Mathematics
Kate Quane
PDF
725-749
Changes in Students’ Approaches to Learning on Engineering Mathematics Courses with Two Different Instructional Models
Riikka Kangaslampi, Johanna Rämö, Petri Nokelainen, Jani Hirvonen, Elina Viro, Simo Ali-Löytty, Vikke Vuorenpää, Terhi Kaarakka
PDF
750-772
Trends and Issues of Inquiry and Socio-Scientific Issue (SSI) Research in the Last 20 Years: A Bibliometric Analysis
M Noris, Sajidan Sajidan, Sulistyo Saputro, Sri Yamtinah
PDF
773-792
An Insight into the Relationship between Computational Thinking Concepts and Students' Attitudes towards Mathematics
Julia Tomanova, Martin Vozar, Dasa Munkova
PDF
793-809
A Scoping Review on STEM Education: The Best Practices Recorded Through Previous Studies in Early Childhood Education Setting
Azam Ghazali, Zakiah Mohamad Ashari, Joanne Hardman
PDF
810-835