On-the-Go Android-Based Learning Tool for Mathematics in Geographically Challenged Areas
Abstract
One of the important challenges for mathematics educators during the Covid-19 pandemic was ensuring productive mathematics learning despite hindrances. This study explored the mathematics learning experiences of geographically challenged students during the pandemic and developed an on-the-go Android-based learning tool (OTG ALT) for mathematics learning in the challenged areas. The study employed educational design research (EDR) with three phases. A semi-structured in-depth interview guide and student satisfaction survey instrument were utilized. Six geographically challenged university students for interviews and forty students for the tryout of the OTG ALT were purposively selected as participants. Mean and standard deviation scores were used to analyze and interpret the quantitative data. The phenomenographic method was used to analyze the qualitative data. Results show that the experiences of the geographically challenged students in pandemic mathematics education were encapsulated in four different categories: 1) pandemic mathematics learning, a new experience, 2) teachers’ agency in mathematics, 3) tribulations and triumphs, and 4) mathematics that works. The developed learning tool for the course Mathematics in the Modern World (MMW) follows the i?SPARK model (introduce, study, practice, assess, reflect, and key to correction), with a video explainer per topic. Students were highly satisfied with the developed learning tool, in general and in terms of all indicators. Hence, the developed OTG ALT met the instructional standards for mathematics learning in the challenged areas. School administrators may improve the quality and effectivity of mathematics education in universities by considering minority perspectives. To make mathematics education inclusive and equitable, policymakers and curriculum designers can review the suitability of teaching materials and adapt them to the level and needs of the students.
https://doi.org/10.26803/ijlter.23.8.33
Keywords
Full Text:
PDFReferences
Acuram, J. V. (2015, August 12). Instructional module and its components. creativeandhumble. https://creativeandhumble.wordpress.com/2015/08/12/instructional-module-and-its-components/
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Research, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309
Aguirre, Jr, D. (January 6, 2015). Instructional materials development manual. SSRN. http://dx.doi.org/10.2139/ssrn.2703250
Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/j.chb.2016.10.009
Ariyanti, G., & Santoso, F. (2021). The effects of online mathematics learning in the Covid-19 pandemic period: A case study of senior high school students at Madiun City, Indonesia. Mathematics Teaching Research Journal, 12(3), 4–11. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/10/v12n3-The-Effects-of-Online-Mathematics-Learning.pdf
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Berkova, A., & Nemec, R. (2020). Teaching theory of probability and statistics during the Covid-19 emergency. Symmetry (Basel), 12(9), Article 1577. https://doi.org/10.3390/SYM12091577
Bismala, L., & Manurung, Y. (2021). Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis. International Journal of Evaluation and Research in Education (IJERE), 10(3), 753–759. http://doi.org/10.11591/ijere.v10i3.21467
Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8, Article 22. https://doi.org/10.1186/s40561-021-00168-5
Bullo, M. (2021). Integration of video lessons to Grade-9 science learners amidst COVID-19 pandemic. International Journal of Research Studies in Education, 10(9), 67–75. https://doi.org/10.5861/ijrse.2021.670
Carius, A. C. (2020). Teaching practices in mathematics during Covid-19 pandemic: Challenges for technological inclusion in a rural Brazilian school. American Scientific Research Journal for Engineering, Technology, and Sciences, 72(1), 35–43. https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/6230/2232
Commonwealth of Learning. (2021). Introduction to microlearning. Commonwealth of Learning. https://oasis.col.org/server/api/core/bitstreams/07d80b84-b502-4ed4-8f9f-1504d4613084/content
Crawford, J., Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. http://doi.org/10.37074/jalt.2020.3.1.7
Dizon, R. J. J., & Errabo, D. D. R. (2022). Challenges and opportunities of online learning in the Philippine context: Thriving in the new normal [Conference session]. 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E). https://doi.org/10.1145/3514262.3514318
Doolittle, P. E., Bryant, L. H., & Chittum, J. R. (2014). Effects of degree of segmentation and learner disposition on multimedia learning. British Journal of Educational Technology, 46(6), 1333–1343. https://doi.org/10.1111/bjet.12203
Friedman, J. (2020, May 4). Tackle challenges of online classes due to COVID-19. U.S. News and World Report.
https://www.usnews.com/education/best-colleges/articles/how-to-overcome-challenges-of-online-classes-due-to-coronavirus
Frisnoiry, S., Surya, E., Siregar, T., Elfitra, & Frimaulia, S. (2022). Micro-learning in mathematics learning [Conference session]. Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 2022, Oct 11, Medan, Indonesia.
http://doi.org/10.4108/eai.11-10-2022.2325513
Gafoor, K. A., & Kurukkan, A. (2015). Why high school students feel mathematics difficult? An exploration of affective beliefs [Paper presentation]. UGC Sponsored National Seminar on Pedagogy of Teacher Education, Trends and Challenges, 2015, Aug 18–19, Farook Training College, Kozhikode, Kerala, India. https://eric.ed.gov/?q=Mathematics+as+Difficult+subject&id=ED560266
Giray, L., Gumalin, D., Jacob, J., & Villacorta, K. (2022). Exploring the online learning experience of Filipino college students during Covid-19 pandemic. Jurnal Ilmiah Peuradeun, 10(1), 227–250. https://doi.org/10.26811/peuradeun.v10i1.691
Guansi, G., Pal-ec, B., & Orasing, G. (2020). Readiness of students in the new normal learning: An assessment in Baguio City and Benguet province. American Journal of Engineering Research (AJER), 9(12), 107–117. http://www.ajer.org/papers/Vol-9-issue-12/M0912107117.pdf
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos [Conference session]. Proceedings of the First ACM Conference on Learning @ Scale Conference, New York, NY, USA (pp. 41–50).
Han, F., & Ellis, R. (2019). Using phenomenography to tackle key challenges in science education. Frontiers in Psychology, 10, Article 1414. http://doi.org/10.3389/fpsyg.2019.01414
Helsa, Y., & Kenedi, A. (2019). Edmodo-based blended learning media in learning mathematics. Journal of Teaching and Learning in Elementary Education, 2(2), 107?117. https://doi.org/10.33578/jtlee.v2i2.7416
Hendikawati, P., Zahid, M. Z., & Arifudin, R. (2019). Keefektifitan media pembelajaran berbasis Android terhadap kemampuan pemecahan masalah dan kemandirian belajar [The effectiveness of Android-based learning media on problem-solving ability and learning independence]. PRISMA, Prosiding Seminar Nasional Matematika, 2, 917–927. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29308
Hidayat, W., Rohaeti, E., Hamidah, I., & Putri, R. (2023). How can Android-based trigonometry learning improve the math learning process? Frontiers in Education, 7, Article 1101161. http://doi.org/10.3389/feduc.2022.1101161
Hoang, D. T. N., & Hoang, T. (2022). Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic. E-Learning and Digital Media, 20(5), 442–459. https://doi.org/10.1177/20427530221117330
Insorio, A. O., & Macandog, D. M. (2022). YouTube video playlist as mathematics supplementary learning material for blended learning. European Journal of Interactive Multimedia and Education, 3(2), e02212. https://doi.org/10.30935/ejimed/12490
Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: Use of e-learning in mathematics learning in higher education. Infinity, 9(2), 147–158. https://doi.org/10.22460/infinity.v9i2.p147-158
Jose, J. P., Juan, K. L. M. P., Tabiliran, J. P. N., Yapo, F. C. D., Gatchalian, J. M., Baluyot, M. K. M., Torrero, K. A. D. C., Blanco, J. A., & Tus, J. (2023). Struggle is real: The experiences and challenges faced by Filipino tertiary students on lack of gadgets amidst the online learning. Psychology and Education: A Multidisciplinary Journal, 7, 174–181. https://scimatic.org/show_manuscript/1028
Koul, R., Fraser, B. J., & Nastiti, H. (2018). Transdisciplinary instruction: Implementing and evaluating a primary-school STEM teaching model. International Journal of Innovation in Science and Mathematics Education, 26(8), 17–29.
Kunwar, R. (2020). Mathematics phobia: Causes, symptoms, and ways to overcome. International Journal of Creative Research Thoughts (IJCRT), 8(8), 818–822. http://www.ijcrt.org/papers/IJCRT2008103.pdf
Kurniasih, S. (2021). The influence of Android-based mobile learning on students’ learning independence on the subject of derivative algebraic functions. ITEJ (Information Technology Engineering Journals), 4(2), 67–74. https://doi.org/10.24235/itej.v4i2.32
Legaspi, C., Lariosa, D., Jamiliarin, P., & Villaruz, J. (2020). University policy and guidelines manual for the preparation, evaluation, and approval for utilization of the instructional materials produced by the faculty of the Aklan State University. Aklan State University, Banga, Aklan, Philippines.
Mahudal, I., Nasrullah, A., Mubarika, M. P., Meilisa, R., & Fajari, L. E. W. (2022). Android-based mathematics learning media assisted by smart apps creator on self-regulated learning. International Journal of Asian Education, 3(3). https://doi.org/10.46966/ijae.v3i3.292
Mamolo, L. A. (2022). Online learning and students’ mathematics motivation, self-efficacy, and anxiety in the “new normal”. Education Research International, Article 9439634. https://doi.org/10.1155/2022/9439634
Martin, F., Hoskins, O. J., Brooks, R., & Bennett, T. (2013). Development of an interactive multimedia instructional module. The Journal of Applied Instructional Design, 3(3), 5–18.
https://www.researchgate.net/profile/Florence-Martin-7/publication/272151941_Development_of_an_Interactive_Multimedia_Instructional_Module/links/54dba5020cf23fe133ad6a9e/Development-of-an-Interactive-Multimedia-Instructional-Module.pdf
Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates.
McKenney S., & Reeves, T. (2012). Conducting educational design research. Routledge.
McKenney, S., & Reeves, T. C. (2021). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(1), 82?92. https://doi.org/10.1111/medu.14280
Mukuka, A., Shumba, O., & Mulenga, H. (2021). Students’ experiences with remote learning during the COVID-19 school closure: Implications for mathematics education. Heliyon, 7, e07523. https://doi.org/10.1016/j.heliyon.2021.e07523
Nabayra, J. (2022). Least mastered topics in mathematics and freshmen students’ perception of mathematics learning in the new normal from a state university in the Philippines. Journal of Positive School Psychology, 6(6). https://www.journalppw.com/index.php/jpsp/article/view/6910
Nabayra, J. (2023a). Mathematics education amidst the pandemic: The experiences of freshmen university students challenged at the margin. MIER Journal of Educational Studies Trends and Practices, 13(2), 424–441. https://doi.org/10.52634/mier/2023/v13/i2/2519
Nabayra, J. (2023b). Teacher-made videos as learning tool in elementary statistics during the pandemic. International Journal of Information and Education Technology, 13(1), 10–18. http://www.ijiet.org/show-184-2363-1.html
Nabayra, J., & Tambong, C. (2023). Readiness level, satisfaction indicators, and overall satisfaction towards flexible learning through the lens of public university teacher education students. International Journal of Information and Education Technology, 13(8), 1230–1241. https://www.ijiet.org/show-191-2530-1.html
Pal, D., & Patra, S. (2020). University students’ perception of video-based learning in times of COVID-19: A TAM/TTF perspective. International Journal of Human–Computer Interaction, 37(4), 1–19. https://doi.org/10.1080/10447318.2020.184816430
Pal, Y. (2017, Dec 13). Types of educational videos based on the production style. ETmantra. https://etmantra.com/types-of-educational-videos-based-on-the-production-style/
Pandey, A. (2018, May 18). Why you should adopt the combination of micro-learning and mobile learning in 2018. eLearning Industry. https://elearningindustry.com/microlearning-and-mobile-learning-2018-why-adopt-combination
Portana, H. V., Fronda, J. G., Policarpio, D. G. T., Rigat, K. A. R., & Llames, G. (2021). Effectiveness and acceptability of instructional materials in the enhancement of students’ academic achievement. International Journal of Advanced Engineering, Management, and Science, 7(1), 12–15. https://doi.org/10.22161/ijaems.71.2
Sabaruddin, Marzuki, & Khairunnisak. (2020). Pandemic Covid-19: The opportunities and challenges to using ICT in mathematics learning. International Journal of Entrepreneurship and Business Development, 3(4). https://doi.org/10.29138/ijebd.v3i4.1201
Sagge Jr, R. G., & Segura Jr, R. T. (2023). Designing and developing video lessons in mathematics using code-switching: A design-based research. International Journal of Information and Education Technology, 13(9), 1391–1398. https://doi.org/10.18178/ijiet.2023.13.9.1942
Sagge Jr, R. G., & Bacio Jr, S. P. (2024). Video explainer, e-module, or both: Which is better to improve statistics performance of graduate students? International Journal of Evaluation and Research in Education (IJERE), 13(5), 3194–3194. https://doi.org/10.11591/ijere.v13i5.28945
Salleh, T., & Zakaria, E. (2012). Module for learning integral calculus with maple: Lecturers’ views. The Turkish Online Journal of Educational Technology, 11(3). https://www.researchgate.net/publication/278848282_Module_for_learning_integral_calculus_with_maple_Lecturers'_views
Sasongko, W., Widiastuti, I., & Harjanto, B. (2017). Development of mobile learning module based on student’s learning style for a mechanical engineering education course [Conference session]. International Conference on Teacher Training and Education 2017 (ICTTE 2017). Advances in Social Science, Education and Humanities Research (ASSEHR), 158. Atlantis Press.
Shore, J. (2020). Problems in online classes.
https://education.seattlepi.com/problems-online-classes-1132.html
Soriano, R., Cagurangan, P., & Escario, C. (2022). Exploring students’ readiness in online learning in the new normal. Asia Proceedings of Social Sciences, 9(1), 217–218. https://doi.org/10.31580/apss.v9i1.2299
Sun, P., Tsai, R. J., Finger, G., Chen, Y-Y., & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Syauqi, K., Munadi, S., & Triyono, M. (2020). Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic. International Journal of Evaluation and Research in Education (IJERE), 9(4), 881–886. http://doi.org/10.11591/ijere.v9i4.20766
Talingdan, J., & Alunday, A. (2023). Students’ perspective on the new normal virtual learning. International Journal of Information and Education Technology, 13(2), 392?398. http://doi.org/10.18178/ijiet.2023.13.2.1818
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Torion, P., & Bacio Jr, S. (2024). Video lessons for the course introduction to computing through online/offline mode (ICOM): Its development and evaluation. International Journal of Information and Education Technology, 14(6), 845–855. https://www.ijiet.org/vol14/IJIET-V14N6-2110.pdf
Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19, Article 35. https://doi.org/10.1186/s41239-022-00342-w
Wenceslao, P., & Felisa, G. (2021). Challenges to online engineering education during the Covid-19 pandemic in Eastern Visayas, Philippines. International Journal of Learning, Teaching and Educational Research, 20(3), 84–96. https://doi.org/10.26803/ijlter.20.3.6
Wijaya, T. (2021). How Chinese students learn mathematics during the coronavirus pandemic. International Journal of Educational Research and Innovation, 15, 1–16. https://doi.org/10.46661/ijeri.4950
Zefriyenni, Z., & Mardhiyah, H. (2017) Pengembangan mathematics mobile learning application (MMLA)-sistem persamaan linear dua variabel (Spldv) untuk siswa kelas 8 sebagai sumber pembelajaran mandiri berbasis Android [Development of mathematics mobile learning application (MMLA)-two-variable linear equation system (Spldv) for Grade 8 students as an Android-based independent learning resource]. Jurnal Teknologi Informasi & Pendidikan, 10(2), 25–36. https://doi.org/10.24036/tip.v10i2.29
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493