Developing and Reviewing a Mobile Application for a 7th Grade Mathematics Course

Yıl 2023, , 1 - 19, 21.03.2023

Sevinç Taş , Ayşe Yavuz

https://doi.org/10.18009/jcer.1194818

Öz

The Covid-19 epidemic that occurred in 2019 prevented education from continuing face to face. Various searches were conducted as part of this procedure that can be used effectively in online education. As a result, the GeoHepta mobile application was created to help students study the 7th grade mathematics course subjects using the ADDIE design methodology. Activities using dynamic mathematics software that students may use interactively were created as part of the content of the built mobile application. Students were also given the opportunity to complete online evaluation using Web 2.0 tools after learning the lesson's topics. The research was performed by 7th-grade students in a secondary school in the Central Anatolia Region in the second term of the 2020-2021 academic year, utilizing a mobile application in the distance education process. A quasi-experimental design was used to conduct the study. The “Mobile Application Usability Scale” was involved in the analysis to assess the usability of the mobile application after the experimental group had been educated. As a result of the research, it was established that the GeoHepta mobile application is "usable" by the students, and their attitudes about the mobile application are good. Participants' opinions on the mobile application's style, colour, control, typeface and hierarchy are also "useful". The "control" function of the mobile application received the greatest score, while the "aesthetic" aspect of the mobile application received the lowest grade.

Anahtar Kelimeler

ADDIE design methodology, mathematics education, mobile learning, usability of mobile applications

Kaynakça

• Albalawi, A. S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievement at University of Tabuk. International Journal of Research in Education and Science, 4 (1), 198-207.
• Branch, R. M. (2016). Instructional design: ADDIE approach. (İ. Varank, Trans. Ed.). Education Publisher: Konya.
• Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Routledge.
• Cihan, F., & Akkoç, H. (2020). Improving pre-service mathematics teachers' views on proof: A design study. Turkish Journal of Computer and Mathematics Education. 11 (1), 280-311.
• Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50 (1), 77-90.
• Çoban, M. (2020). The experiences of the prospective information technology teachers taking the multimedia design and production course with project-based learning method: A case study. Journal of Computer and Education Research, 8 (16), 720-737. http://doi.org/10.18009/758956
• Dede, Y., & Dursun, Ş. (2004). The factors affecting students’ success in mathematics: mathematics teachers’ perspectives. Gazi University Journal of Gazi Education Faculty, 24 (2), 217–233.
• Göksu, F. C., & Köksal, N. (2016). Teaching the lines, angles and polygons according to constructivisim supported by concept cartoons. Journal of Qualitative Research in Education, 4 (3), 68-91.
• Güler, Ç. (2019). A structural equation model to examine mobile application usability and use. International Journal of Informatics Technologies, 12 (3), 169-181.
• Karakış, H., Karamete, A., & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the ASSURE instructional design and the ARCS model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
• Kutluca, T. (2013). Yapılandırmacı öğrenme-öğretme yaklaşımı. In G. Ekici ve M. Güven (Eds.), Yeni öğrenme-öğretme yaklaşımları ve uygulama örnekleri (ss. 620-653). Ankara: Pegem Akademi.
• Lin, H. F. (2013). The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance. Campus-Wide Information Systems, 30 (4), 249-265.
• Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42, 34-36.
• Ocak, M. A. (2015). Öğretim tasarımı kuramlar, modeller ve uygulamalar (2. Baskı). Ankara: Anı Yayıncılık.
• Özdemir, E. & Uyangör, M. S. (2011). The instructional design model for mathematics education. e-Journal of New World Sciences Academy, 6 (2), 1786-1796. Richey, R. (1986). The theoretical and conceptual bases of instructional design. NY: Nicols Publishing.