Akademik Məlumat İdarəetmə Sistemi
Journal of Technology and Science Education, vol.16, no.1, pp.125-146, 2026 (Scopus)
Mathematics learning often presents challenges for students, particularly in understanding abstract concepts such as geometry, which has encouraged the development of various learning models and digital platforms. However, relatively few studies have examined technology-based learning supplements for school mathematics through a design-based research (DBR) approach. This study reports the design, development, and evaluation of a STEAM-based (Science, Technology, Engineering, Arts, and Mathematics) Massive Open Online Course (MOOC) intended to supplement didactic and pedagogical practices in junior high school mathematics. The study involved 31 junior high school mathematics teachers with more than ten years of teaching experience (14 females, 17 males) and 124 ninth-grade students (74 females, 50 males). Data were collected through interviews, classroom observations, platform practicality questionnaires, and geometry achievement tests, and were analysed using qualitative content analysis as well as descriptive and inferential statistics. The findings indicate that the developed STEAM-based MOOC demonstrates good levels of validity and practicality and is perceived as usable by both teachers and students. Quantitative results show substantial improvements in students’ geometry understanding following the intervention. However, given the use of a single-group pre–post design without a comparison group, these results should be interpreted as preliminary evidence rather than strong causal claims of effectiveness. Overall, the study highlights the potential of a STEAM-based MOOC, developed through an iterative DBR process, as a flexible and contextually relevant supplementary tool to support mathematics learning in schools, while also identifying areas for further refinement and future research.