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

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

Anahtar Kelimeler

• mathematical education
• blended learning
• technology
• school

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

Abstract

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.

Keywords

• matematik eğitimi
• karma öğrenme
• teknoloji
• okul

Kaynakça

1. 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
2. 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
3. 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
4. Bonk C. J., Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing
5. 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
6. 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
7. 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
8. 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

9. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Poth - Google Kitaplar
10. 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
11. Friesen N. (2012). Defining Blended Learning [Отчет] https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
12. 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
13. 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
14. 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
15. 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
16. 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
17. 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
18. Larsen, A. J. (2013). Experiencing a flipped mathematics class (Doctoral dissertation, Education: Faculty of Education). http://summit.sfu.ca/item/13608
19. Marshall, C., &Rossman, G. B. (2014). Designing qualitative research. Sage publications. Designing Qualitative Research - Catherine Marshall, Gretchen B. Rossman - Google Kitaplar
20. 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
21. 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
22. 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/
23. 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
24. 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
25. 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
26. 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
27. 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
28. Wilson, D., &Smilanich, E. M. (2005). The other blended learning: a classroom-centered approach. John Wiley & Sons. https://docs.edtechhub.org/lib/Z3R5NFEU
29. 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
30. 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/