International Electronic Journal of Mathematics Education

Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 2, pp. 111-131
  • Published Online: 05 May 2017
  • Article Views: 617 | Article Download: 1086
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Albalaw AS. Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia. Int Elect J Math Ed. 2017;12(2), 111-131.
APA 6th edition
In-text citation: (Albalaw, 2017)
Reference: Albalaw, A. S. (2017). Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia. International Electronic Journal of Mathematics Education, 12(2), 111-131.
Chicago
In-text citation: (Albalaw, 2017)
Reference: Albalaw, Abdullah Suliman. "Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia". International Electronic Journal of Mathematics Education 2017 12 no. 2 (2017): 111-131.
Harvard
In-text citation: (Albalaw, 2017)
Reference: Albalaw, A. S. (2017). Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia. International Electronic Journal of Mathematics Education, 12(2), pp. 111-131.
MLA
In-text citation: (Albalaw, 2017)
Reference: Albalaw, Abdullah Suliman "Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia". International Electronic Journal of Mathematics Education, vol. 12, no. 2, 2017, pp. 111-131.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Albalaw AS. Mathematics Teachers’ Perception of Using Social Media in Their Teaching in Tabuk, Saudi Arabia. Int Elect J Math Ed. 2017;12(2):111-31.

Abstract

The purpose of this study was to discover the status of social media use among mathematics teachers in the classroom, determine their perception of using social media in teaching, and to discover the differences among participants’ responses based on gender, experience, and the level at which they teach. A survey was designed with two domains: the usability of social media, and the importance of using social media. The sample for the study was 142 mathematics teachers (82 male and 60 female) teaching at different schools in Tabuk, Saudi Arabia. The findings refer to moderate use of social media among teachers, who sometimes use it in their teaching with no specific target; however, they believe in the importance of using social media in their teaching and perceive it positively. Moreover, findings revealed that in both domains, the participants means differ significantly, favoring female teachers over male teachers; however, there was no significant difference among participants in either domain in relation to experience or level of school taught.

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