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Numeracy Enhancement Tool (NET): Offline Mobile Game Application for Mathematics Classes

Yıl 2020, Cilt: 7 Sayı: 2, 120 - 134, 26.06.2020

Öz

Numeracy skills are necessary for the students to cope with senior high school mathematics subject wherein lessons are advanced and need mastery of lower mathematics. These skills are highly required for Grade 11 students wherein their academic performance based on mean percentage score (MPS) in the Mathematics examination was below average. In this study, offline mobile game application (Numeracy Enhancement Tool) in the form of quiz was utilized to increase the numeracy skills of the students. In particular, the study aimed to determine the effectiveness of the said mobile app through experiment. This study used practical action research with a pilot testing through pre-test-post-test design for two sections from Grade 11 and roll-out in all Grade 11 students. A selection of the sections for pilot testing was based on the sections with lowest first grading MPS in mathematics and simple random sampling was used to determine the control and the experimental groups. Using paired sample t-test, it was found out that the mobile app helped the students to increase their numeracy skills based on the pre-test and post-test scores. It was revealed that there is a significant difference between the pre-test and post-test results and between the control and the experimental groups. Moreover, semi-structured interviews were conducted on the experiences and suggestions of the students to improve the mobile app. The study pursued its implementation for the whole grade level in senior high school. All Grade 11 students were encouraged to use the mobile app for three months during the third grading period. Their academic performance in the periodical test was considered. It was found out that there was an increase in the mean percentage score which indicates that the use of mobile app has a positive effect on the numeracy skills of the students. It means using mobile phone in learning mathematics concepts may increase not only the passion of the students in mathematics, but also the student’s computational and conceptual skills. However, it is suggested to conduct similar studies in other schools to verify the findings of this study.

Destekleyen Kurum

Philippine Normal University-Manila

Teşekkür

Good day. I would like to resubmit my paper. Please disregard my first submission due to revision I made. Thank you and God bless!

Kaynakça

  • Al-Shehri, S. (2011). Context in our pockets: Mobile phones and social networking as tools of contextualizing language learning. 10th world conference on mobile and contextual learning. Beijing, China, 2011.
  • Bano M., Zowghi D., Kearney M., Schuck S. & Aubusson P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education. doi: 10.1016/j.compedu.2018.02.006.
  • Bereister, C. (2002). Education and mind in the knowledge age. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  • Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
  • Cole, M., & Engestrom, Y. (2003). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge Uni Press.
  • Daher, W. (2011). Learning mathematics in the mobile phone environment: Students’ emotions. Journal of Interactive Learning Research, 22(3), 357–378.
  • Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 2, 281–303.
  • Fetaji, M. (2008). Literature review of M-learning issues, M-learning projects and technologies. In Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 348–353). Chesapeake, VA: AACE.
  • Fisher, M., & Baird, D. (2007). Making m-learning work: Utilizing mobile technology for active exploration, collaboration, assessment, and reflection in higher education. Journal of Educational Technology Systems, 35(1), 3–30.
  • Kolb, L. (2008). Toys to tools: Connecting student cell phones to education. Washington, DC: ISTE.
  • Hao, Y.. Lee, K., Chen, S.T., & Sim, S. ( 2018 ). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563218304977 doi: 10.1016/j.chb.2018.10.013.
  • Junior, J. B., & Coutinho, C. (2008). The use of mobile technologies by the Portugese academic community: An exploratory survey. In IADIS International Conference (pp. 160–163). Algarve, Portugal: IADIS. Retrieved from http://repositorium.sdum. uminho.pt/bitstream/1822/7817/1/Iadis%25202008.pdf.
  • Khrisat, A., & Mahmoud, S. (2013). Integrating mobile phones into the EFL foundation year classroom in King Abdulaziz University/KSA: Effects on achievement in general english and students’ attitudes. English Language Teaching, 6(8), 162–174.
  • Klopfer, E., Yoon, S., & Rivas, L. (2004). Comparative analysis of Palm and wearable computers for participatory simulations. Journal of Computer Assisted Learning, 20, 347–359.
  • Kolb, A. Y & Kolb, D. A ( 2008). The learning way meta-cognitive aspects of experiential learning. Simulation & Gaming, (40)3, 297-327. doi: 10.1177/1046878108325713
  • Krajcik, J. S. (2002). The value and challenges of using learning technologies to support students in learning science. Research in Science Education, 32(4), 411 - 414.
  • Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y. & Lim, M. (2014). A look at research on mobile learning in K–12 education from 2007 to the present, Journal of Research on Technology in Education, 46:4, 325-372. doi: 10.1080/15391523.2014.925681
  • Milrad, Marcelo; Wong, Lung-Hsiang; Sharples, Mike; Hwang, Gwo-Jen; Looi, Chee-Kit and Ogata, Hiroaki (2013). Seamless learning: an international perspective on next-generation technology-enhanced learning. In: Berge, Zane L. and Muilenburg, Lin Y. eds. Handbook of Mobile Learning. Abingdon: Routledge, pp. 95–108.
  • Pollara, P. & Kee Broussard, K. (2011). Student perceptions of mobile learning: A review of current research. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1643-1650). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2017 from https://www.learntechlib.org/primary/p/36533/.
  • Richtel, M. (2010, November 21). Growing up digital, wired for distraction. The New York Times. Retrieved from http://www.nytimes.com/2010/11/21/technology/21brain. html?pagewanted¼all&_r¼.
  • Rushby, N. (2012). An agenda for mobile learning. British Journal of Educational Technology, 43(3), 355–356.
  • Topolewski, D., Annie, S., Shubo, Y., & Pallacholla, S. (2013). Challenges for successful adoption of mobile learning. In A. Tsinakos & M. Ally (Eds.), Global mobile learning implementations and trends (pp. 157–168). Beijing, China: China Central Radio & TV University Press.
  • Saylor, K. (2004). Enjoying math through interactive approaches. Media and Methods, 40, 4–5.
  • Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65-73. doi:10.1111/j.1365-2729.2009.00338.x
  • Shiliang, L., & Hongtao, S. (2013). Changing the way of learning: Mobile learning in China. In Tsinakos & M. Ally (Eds.), Global mobile learning implementations and trends (pp. 143–156). Beijing, China: China Central Radio & TV University Press.
  • Shin, N., Norris, C., & Soloway, E. (2011). Mobile gaming environment Learning and motivational effects. In P. Felicia (Ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (Pf. 467-481). doi: 1 0.4018/978-1-60960-495-0.ch022
  • Shudong, W., & Higgins, M. (2006). Limitations of mobile phone learning. The Jalt Call Journal, 2(1), 3–14. Venkat, H. & Winter, M. (2015). Boundary objects and boundary crossing for numeracy teaching. ZDM, 47(4), 575-586.doi 10.1007/s11858-015-0683-6
  • Venkat, Hamsa & Winter, Mark. (2015). Boundary objects and boundary crossing for numeracy teaching. ZDM, 47(4), 575 - 586.doi: 10.1007/s11858-015-0683-6.
  • Zevenbergen, R., Renshaw, P., & Lerman, S. (2003). Numeracy, ICT and equity: A study of numeracy and ICT practices in primary schools. Australian Research Council Discovery Grant. Retrieved December 10, 2018 from https://www.researchgate.net/publication/29462463_Using_ICTs_to_Support_Numeracy_Learning_Across_Diverse_Settings/citation/download

Numeracy Enhancement Tool (NET): Offline Mobile Game Application for Mathematics Classes

Yıl 2020, Cilt: 7 Sayı: 2, 120 - 134, 26.06.2020

Öz

Numeracy skills are necessary for the students to cope with senior high school mathematics subject wherein lessons are advanced and need mastery of lower mathematics. These skills are highly required for Grade 11 students wherein their academic performance based on mean percentage score (MPS) in the Mathematics examination was below average. In this study, offline mobile game application (Numeracy Enhancement Tool) in the form of quiz was utilized to increase the numeracy skills of the students. In particular, the study aimed to determine the effectiveness of the said mobile app through experiment. This study used practical action research with a pilot testing through pre-test-post-test design for two sections from Grade 11 and roll-out in all Grade 11 students. A selection of the sections for pilot testing was based on the sections with lowest first grading MPS in mathematics and simple random sampling was used to determine the control and the experimental groups. Using paired sample t-test, it was found out that the mobile app helped the students to increase their numeracy skills based on the pre-test and post-test scores. It was revealed that there is a significant difference between the pre-test and post-test results and between the control and the experimental groups. Moreover, semi-structured interviews were conducted on the experiences and suggestions of the students to improve the mobile app. The study pursued its implementation for the whole grade level in senior high school. All Grade 11 students were encouraged to use the mobile app for three months during the third grading period. Their academic performance in the periodical test was considered. It was found out that there was an increase in the mean percentage score which indicates that the use of mobile app has a positive effect on the numeracy skills of the students. It means using mobile phone in learning mathematics concepts may increase not only the passion of the students in mathematics, but also the student’s computational and conceptual skills. However, it is suggested to conduct similar studies in other schools to verify the findings of this study.

Kaynakça

  • Al-Shehri, S. (2011). Context in our pockets: Mobile phones and social networking as tools of contextualizing language learning. 10th world conference on mobile and contextual learning. Beijing, China, 2011.
  • Bano M., Zowghi D., Kearney M., Schuck S. & Aubusson P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education. doi: 10.1016/j.compedu.2018.02.006.
  • Bereister, C. (2002). Education and mind in the knowledge age. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  • Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
  • Cole, M., & Engestrom, Y. (2003). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge Uni Press.
  • Daher, W. (2011). Learning mathematics in the mobile phone environment: Students’ emotions. Journal of Interactive Learning Research, 22(3), 357–378.
  • Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 2, 281–303.
  • Fetaji, M. (2008). Literature review of M-learning issues, M-learning projects and technologies. In Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 348–353). Chesapeake, VA: AACE.
  • Fisher, M., & Baird, D. (2007). Making m-learning work: Utilizing mobile technology for active exploration, collaboration, assessment, and reflection in higher education. Journal of Educational Technology Systems, 35(1), 3–30.
  • Kolb, L. (2008). Toys to tools: Connecting student cell phones to education. Washington, DC: ISTE.
  • Hao, Y.. Lee, K., Chen, S.T., & Sim, S. ( 2018 ). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563218304977 doi: 10.1016/j.chb.2018.10.013.
  • Junior, J. B., & Coutinho, C. (2008). The use of mobile technologies by the Portugese academic community: An exploratory survey. In IADIS International Conference (pp. 160–163). Algarve, Portugal: IADIS. Retrieved from http://repositorium.sdum. uminho.pt/bitstream/1822/7817/1/Iadis%25202008.pdf.
  • Khrisat, A., & Mahmoud, S. (2013). Integrating mobile phones into the EFL foundation year classroom in King Abdulaziz University/KSA: Effects on achievement in general english and students’ attitudes. English Language Teaching, 6(8), 162–174.
  • Klopfer, E., Yoon, S., & Rivas, L. (2004). Comparative analysis of Palm and wearable computers for participatory simulations. Journal of Computer Assisted Learning, 20, 347–359.
  • Kolb, A. Y & Kolb, D. A ( 2008). The learning way meta-cognitive aspects of experiential learning. Simulation & Gaming, (40)3, 297-327. doi: 10.1177/1046878108325713
  • Krajcik, J. S. (2002). The value and challenges of using learning technologies to support students in learning science. Research in Science Education, 32(4), 411 - 414.
  • Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y. & Lim, M. (2014). A look at research on mobile learning in K–12 education from 2007 to the present, Journal of Research on Technology in Education, 46:4, 325-372. doi: 10.1080/15391523.2014.925681
  • Milrad, Marcelo; Wong, Lung-Hsiang; Sharples, Mike; Hwang, Gwo-Jen; Looi, Chee-Kit and Ogata, Hiroaki (2013). Seamless learning: an international perspective on next-generation technology-enhanced learning. In: Berge, Zane L. and Muilenburg, Lin Y. eds. Handbook of Mobile Learning. Abingdon: Routledge, pp. 95–108.
  • Pollara, P. & Kee Broussard, K. (2011). Student perceptions of mobile learning: A review of current research. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1643-1650). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2017 from https://www.learntechlib.org/primary/p/36533/.
  • Richtel, M. (2010, November 21). Growing up digital, wired for distraction. The New York Times. Retrieved from http://www.nytimes.com/2010/11/21/technology/21brain. html?pagewanted¼all&_r¼.
  • Rushby, N. (2012). An agenda for mobile learning. British Journal of Educational Technology, 43(3), 355–356.
  • Topolewski, D., Annie, S., Shubo, Y., & Pallacholla, S. (2013). Challenges for successful adoption of mobile learning. In A. Tsinakos & M. Ally (Eds.), Global mobile learning implementations and trends (pp. 157–168). Beijing, China: China Central Radio & TV University Press.
  • Saylor, K. (2004). Enjoying math through interactive approaches. Media and Methods, 40, 4–5.
  • Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65-73. doi:10.1111/j.1365-2729.2009.00338.x
  • Shiliang, L., & Hongtao, S. (2013). Changing the way of learning: Mobile learning in China. In Tsinakos & M. Ally (Eds.), Global mobile learning implementations and trends (pp. 143–156). Beijing, China: China Central Radio & TV University Press.
  • Shin, N., Norris, C., & Soloway, E. (2011). Mobile gaming environment Learning and motivational effects. In P. Felicia (Ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (Pf. 467-481). doi: 1 0.4018/978-1-60960-495-0.ch022
  • Shudong, W., & Higgins, M. (2006). Limitations of mobile phone learning. The Jalt Call Journal, 2(1), 3–14. Venkat, H. & Winter, M. (2015). Boundary objects and boundary crossing for numeracy teaching. ZDM, 47(4), 575-586.doi 10.1007/s11858-015-0683-6
  • Venkat, Hamsa & Winter, Mark. (2015). Boundary objects and boundary crossing for numeracy teaching. ZDM, 47(4), 575 - 586.doi: 10.1007/s11858-015-0683-6.
  • Zevenbergen, R., Renshaw, P., & Lerman, S. (2003). Numeracy, ICT and equity: A study of numeracy and ICT practices in primary schools. Australian Research Council Discovery Grant. Retrieved December 10, 2018 from https://www.researchgate.net/publication/29462463_Using_ICTs_to_Support_Numeracy_Learning_Across_Diverse_Settings/citation/download
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Uygulamalı Matematik
Bölüm Araştırma Makalesi
Yazarlar

Alvın Insorıo 0000-0002-4746-6225

Yayımlanma Tarihi 26 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Insorıo, A. (2020). Numeracy Enhancement Tool (NET): Offline Mobile Game Application for Mathematics Classes. International Journal of Educational Studies in Mathematics, 7(2), 120-134.