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THE IMPACT OF THE USE OF BLENDED LEARNING TECHNOLOGY IN SCHOOL MATHEMATICS EDUCATION ON THE EFFECTIVENESS OF TEACHING

Yıl 2023, Cilt: 10 Sayı: Prof. Dr. RASKUL IBRAGIMOV Özel Sayısı, 43 - 56, 15.05.2023

Öz

The purpose of this study is to assess the impact of the use of blended learning technology in school mathematics education on the effectiveness of teaching from the point of view of teachers. This study used the case study method, which is one of the most qualitative studies.
The study used a semi-structured form of preliminary interview and questionnaire. 126 math teachers working in various secondary schools of Kazakhstan took part in the survey conducted during the study, and 25 teachers of Shymkent city took part in the interview. During an interview conducted as a result of the study, most math teachers stated that pupils have a low interest in math lessons. As a result of the survey, math teachers were identified who had no idea about blended learning at all. The teachers who participated in the study noted the variety of educational materials that allow pupils to manage themselves and encourage them to self-study, as well as access to various teaching methods, as an advantage of using blended learning technology in teaching mathematics. And as a disadvantage, they noted the insufficient software of the blended learning environment, the vulnerability of the software and hardware of online learning, as well as the inability of teachers to use technology effectively. In addition, the majority of math teachers noted that the use of blended learning technology has a positive effect on the effectiveness of learning.
Based on the results of the study, it is concluded that the use of blended learning technology in mathematical education is effective for increasing the interest of pupils, the effectiveness of learning and allows improving the quality of education. It was also revealed the need for teachers to take special advanced training courses that teach methods of applying the technology of blended learning in mathematical education

Kaynakça

  • Acelajado, M. J. (2011). Blended learning: a strategy for improving the mathematics achievement of pupils in a bridging program. Electronic Journal of Mathematics and Technology, 5(3), 342-352. Blended learning: a strategy for improving the mathematics achievement of pupils in a bridging program - Document - Gale Academic OneFile
  • Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 1-22. https://link.springer.com/article/10.1007/s13394-020-00359-2
  • Barkatsas, A. T., Kasimatis, K., &Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between pupils’ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570. https://doi.org/10.1016/j.compedu.2008.11.001
  • Bonk C. J., Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing
  • Carman, J. M. (2002). Blended learning design: Five key ingredients. https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_des ign.pdf
  • Cavalli, E., Gnudi, A., Iovino, D., Lorenzi, A., &Malvisi, L. (2007, June). Lecturer perception of the effectiveness of blended learning and institutional support mechanisms. In EDEN 2007 Annual Conference. https://lorenzi.info/doc/EdenNaples07.pdf
  • Cekici, E., &Yildirim, H. (2011). A review on mathematics education. Marmara University Journal of Economics and Administrative Sciences, 31(2), 175-196. https://dergipark.org.tr/en/pub/muiibd/issue/498/4452
  • Charlier, B., &Platteaux, H. (2005). Effects of a blended learning system for university teachers training. journal of educational research, 19(3), 276-300. https://www.unifr.ch/nte/fr/assets/public/files/publications_scientifiques/EARLI2005_Article_BCHP_V 32.pdf
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Poth - Google Kitaplar
  • Fogarty, G., Cretchley, P., Harman, C., Ellerton, N., &Konki, N. (2001). Validation of a questionnaire to measure mathematics confidence, computer confidence, and attitudes towards the use of technology for learning mathematics. Mathematics Education Research Journal, 13(2), 154-160. https://link.springer.com/article/10.1007/BF03217104
  • Friesen N. (2012). Defining Blended Learning [Отчет] https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.The Handbook of Blended Learning: Global Perspectives, Local Designs - Curtis J. Bonk, Charles R. Graham - Google Kitaplar
  • Heba, E. D., &Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. Computers & Education, 51(3), 988-1006. https://doi.org/10.1016/j.compedu.2007.10.001
  • Kholifah, N., Sudira, P., Rachmadtullah, R., Nurtanto, M., &Suyitno, S. (2020). The effectiveness of using blended learning models against vocational education student learning motivation. International Journal, 9(5), 7964-7968. https://doi.org/10.30534/ijatcse/2020/151952020
  • Kim, C., & Baylor, A. L. (2008). A virtual change agent: Motivating pre-service teachers to integrate technology in their future classrooms. Journal of Educational Technology & Society, 11(2), 309-321. https://eric.ed.gov/?id=EJ814111
  • Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E., &Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning, 15(1), 161-181. https://doi.org/10.19173/irrodl.v15i1.1664
  • Larsen, A. J. (2013). Experiencing a flipped mathematics class (Doctoral dissertation, Education: Faculty of Education). http://summit.sfu.ca/item/13608
  • Marshall, C., &Rossman, G. B. (2014). Designing qualitative research. Sage publications. Designing Qualitative Research - Catherine Marshall, Gretchen B. Rossman - Google Kitaplar
  • Lilje, O., & Peat, M. (2012). Use of traditional and elearning components in a blended learning environment. In Proceedings of The Australian Conference on Science and Mathematics Education.https://openjournals.library.usyd.edu.au/index.php/IISME/ articleview/6369
  • Oh, E., & Park, S. (2009). How are universities involved in blended instruction?. Journal of Educational Technology & Society, 12(3), 327-342. https://eric.ed.gov/?id=EJ857449
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33. https://www.learntechlib.org/p/97576/
  • Purnima V.(2002). Blended Learning Models. Published: August, 2002. URL: https://www.purnima-valiathan.com/wp-content/uploads/2015/09/Blended-Learning-Models-2002-ASTD.pdf
  • Reed, H. C., Drijvers, P., &Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & education, 55(1), 1-15. https://doi.org/10.1016/j.compedu.2009.11.012
  • So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education, 51(1), 318- 336. https://doi.org/10.1016/j.compedu.2007.05.009
  • Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11. http://www.leerbeleving.nl/wbts/wbt2014/blend-ce.pdf
  • Uluyol, A. G. C., &Karadeniz, S. (2009). An example of a blended learning environment, student achievement and opinions. Centennial University Journal of the Faculty of Education, 6(1), 60-84. https://dergipark.org.tr/en/pub/yyuefd/issue/13711/165995
  • Wilson, D., &Smilanich, E. M. (2005). The other blended learning: a classroom-centered approach. John Wiley & Sons. https://docs.edtechhub.org/lib/Z3R5NFEU
  • Yildirim, İ., &Vural, O. F. (2016). Student views on the blended learning process integrated into mathematics teaching. Journal of AhiEvran University Kirsehir Education Faculty, 17(2), 1-15. https://dergipark.org.tr/en/pub/kefad/issue/59426/853554
  • Yushau, B. (2006). The effects of blended e-learning on mathematics and computer attitudes in pre-calculus algebra. The mathematics enthusiast, 3(2), 176-183. https://scholarworks.umt.edu/tme/vol3/iss2/5/

The impact of the use of blended learning technology in school mathematics education on the effectiveness of teaching

Yıl 2023, Cilt: 10 Sayı: Prof. Dr. RASKUL IBRAGIMOV Özel Sayısı, 43 - 56, 15.05.2023

Öz

The purpose of this study is to assess the impact of the use of blended learning technology in school mathematics education on the effectiveness of teaching from the point of view of teachers. This study used the case study method, which is one of the most qualitative studies.
The study used a semi-structured form of preliminary interview and questionnaire. 126 math teachers working in various secondary schools of Kazakhstan took part in the survey conducted during the study, and 25 teachers of Shymkent city took part in the interview. During an interview conducted as a result of the study, most math teachers stated that pupils have a low interest in math lessons. As a result of the survey, math teachers were identified who had no idea about blended learning at all. The teachers who participated in the study noted the variety of educational materials that allow pupils to manage themselves and encourage them to self-study, as well as access to various teaching methods, as an advantage of using blended learning technology in teaching mathematics. And as a disadvantage, they noted the insufficient software of the blended learning environment, the vulnerability of the software and hardware of online learning, as well as the inability of teachers to use technology effectively. In addition, the majority of math teachers noted that the use of blended learning technology has a positive effect on the effectiveness of learning.
Based on the results of the study, it is concluded that the use of blended learning technology in mathematical education is effective for increasing the interest of pupils, the effectiveness of learning and allows improving the quality of education. It was also revealed the need for teachers to take special advanced training courses that teach methods of applying the technology of blended learning in mathematical education.

Kaynakça

  • Acelajado, M. J. (2011). Blended learning: a strategy for improving the mathematics achievement of pupils in a bridging program. Electronic Journal of Mathematics and Technology, 5(3), 342-352. Blended learning: a strategy for improving the mathematics achievement of pupils in a bridging program - Document - Gale Academic OneFile
  • Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 1-22. https://link.springer.com/article/10.1007/s13394-020-00359-2
  • Barkatsas, A. T., Kasimatis, K., &Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between pupils’ attitudes, engagement, gender and achievement. Computers & Education, 52(3), 562-570. https://doi.org/10.1016/j.compedu.2008.11.001
  • Bonk C. J., Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing
  • Carman, J. M. (2002). Blended learning design: Five key ingredients. https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_des ign.pdf
  • Cavalli, E., Gnudi, A., Iovino, D., Lorenzi, A., &Malvisi, L. (2007, June). Lecturer perception of the effectiveness of blended learning and institutional support mechanisms. In EDEN 2007 Annual Conference. https://lorenzi.info/doc/EdenNaples07.pdf
  • Cekici, E., &Yildirim, H. (2011). A review on mathematics education. Marmara University Journal of Economics and Administrative Sciences, 31(2), 175-196. https://dergipark.org.tr/en/pub/muiibd/issue/498/4452
  • Charlier, B., &Platteaux, H. (2005). Effects of a blended learning system for university teachers training. journal of educational research, 19(3), 276-300. https://www.unifr.ch/nte/fr/assets/public/files/publications_scientifiques/EARLI2005_Article_BCHP_V 32.pdf
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Poth - Google Kitaplar
  • Fogarty, G., Cretchley, P., Harman, C., Ellerton, N., &Konki, N. (2001). Validation of a questionnaire to measure mathematics confidence, computer confidence, and attitudes towards the use of technology for learning mathematics. Mathematics Education Research Journal, 13(2), 154-160. https://link.springer.com/article/10.1007/BF03217104
  • Friesen N. (2012). Defining Blended Learning [Отчет] https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.The Handbook of Blended Learning: Global Perspectives, Local Designs - Curtis J. Bonk, Charles R. Graham - Google Kitaplar
  • Heba, E. D., &Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. Computers & Education, 51(3), 988-1006. https://doi.org/10.1016/j.compedu.2007.10.001
  • Kholifah, N., Sudira, P., Rachmadtullah, R., Nurtanto, M., &Suyitno, S. (2020). The effectiveness of using blended learning models against vocational education student learning motivation. International Journal, 9(5), 7964-7968. https://doi.org/10.30534/ijatcse/2020/151952020
  • Kim, C., & Baylor, A. L. (2008). A virtual change agent: Motivating pre-service teachers to integrate technology in their future classrooms. Journal of Educational Technology & Society, 11(2), 309-321. https://eric.ed.gov/?id=EJ814111
  • Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E., &Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning, 15(1), 161-181. https://doi.org/10.19173/irrodl.v15i1.1664
  • Larsen, A. J. (2013). Experiencing a flipped mathematics class (Doctoral dissertation, Education: Faculty of Education). http://summit.sfu.ca/item/13608
  • Marshall, C., &Rossman, G. B. (2014). Designing qualitative research. Sage publications. Designing Qualitative Research - Catherine Marshall, Gretchen B. Rossman - Google Kitaplar
  • Lilje, O., & Peat, M. (2012). Use of traditional and elearning components in a blended learning environment. In Proceedings of The Australian Conference on Science and Mathematics Education.https://openjournals.library.usyd.edu.au/index.php/IISME/ articleview/6369
  • Oh, E., & Park, S. (2009). How are universities involved in blended instruction?. Journal of Educational Technology & Society, 12(3), 327-342. https://eric.ed.gov/?id=EJ857449
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33. https://www.learntechlib.org/p/97576/
  • Purnima V.(2002). Blended Learning Models. Published: August, 2002. URL: https://www.purnima-valiathan.com/wp-content/uploads/2015/09/Blended-Learning-Models-2002-ASTD.pdf
  • Reed, H. C., Drijvers, P., &Kirschner, P. A. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & education, 55(1), 1-15. https://doi.org/10.1016/j.compedu.2009.11.012
  • So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education, 51(1), 318- 336. https://doi.org/10.1016/j.compedu.2007.05.009
  • Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11. http://www.leerbeleving.nl/wbts/wbt2014/blend-ce.pdf
  • Uluyol, A. G. C., &Karadeniz, S. (2009). An example of a blended learning environment, student achievement and opinions. Centennial University Journal of the Faculty of Education, 6(1), 60-84. https://dergipark.org.tr/en/pub/yyuefd/issue/13711/165995
  • Wilson, D., &Smilanich, E. M. (2005). The other blended learning: a classroom-centered approach. John Wiley & Sons. https://docs.edtechhub.org/lib/Z3R5NFEU
  • Yildirim, İ., &Vural, O. F. (2016). Student views on the blended learning process integrated into mathematics teaching. Journal of AhiEvran University Kirsehir Education Faculty, 17(2), 1-15. https://dergipark.org.tr/en/pub/kefad/issue/59426/853554
  • Yushau, B. (2006). The effects of blended e-learning on mathematics and computer attitudes in pre-calculus algebra. The mathematics enthusiast, 3(2), 176-183. https://scholarworks.umt.edu/tme/vol3/iss2/5/
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Roza Kadirbayeva Bu kişi benim

Baktygul Alimkulova

Madina Jamankarayeva Bu kişi benim

Kuralay Atirbek

Yayımlanma Tarihi 15 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: Prof. Dr. RASKUL IBRAGIMOV Özel Sayısı

Kaynak Göster

APA Kadirbayeva, R., Alimkulova, B., Jamankarayeva, M., Atirbek, K. (2023). The impact of the use of blended learning technology in school mathematics education on the effectiveness of teaching. Avrasya Sosyal Ve Ekonomi Araştırmaları Dergisi, 10(Prof. Dr. RASKUL IBRAGIMOV Özel Sayısı), 43-56.