The Effects of Mobile Application in Teaching High School Mathematics

Jonathan O. Etcuban; Leocineza D. Pantinople

doi:10.12973/iejme/3906

Full Text (PDF)

Jonathan O. Etcuban ¹ ^* , Leocineza D. Pantinople ²

More Detail

¹ University of Cebu, Cebu City, PHILIPPINES² Talamban National High School, Cebu City, PHILIPPINES^* Corresponding Author

Abstract

Mobile technology opens a new avenue for teaching and learning mathematics in schools in the 21^st century. This study determined the effects of using a mobile application in teaching mathematics among Grade 8 students of a public national high school, Cebu City, Philippines. The researchers used the quasi-experimental method of research using the pretest-posttest design. It used two groups of subjects with 40 students per group. The students were enrolled in Grade 8 mathematics. Frequencies, simple percentage, mean, standard deviation, rank, and t-test were used to treat the gathered data. The study revealed that there is an increase in the posttest scores of the control and experimental groups. It was concluded that the use of the mobile application in teaching mathematics to Grade 8 students had helped enhance students’ achievement and learning. The researchers recommend that the proposed action plan be used and monitored to help students in mathematics.

Keywords

effectiveness
linear equations
mathematics
mobile app

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 13, Issue 3, October 2018, 249-259

https://doi.org/10.12973/iejme/3906

Publication date: 02 Oct 2018

Article Views: 23500

Article Downloads: 20966

Open Access References How to cite this article

References

Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training. Athabasca University Press. Retrieved on February 2018 from https://goo.gl/YPWzzD
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165-182. https://doi.org/10.1207/S15326985EP3703_3
Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103. https://doi.org/10.1016/j.ijhcs.2003.12.005
Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of computer assisted learning, 26(5), 321-331. https://doi.org/10.1111/j.1365-2729.2010.00360.x
Bonk, C. J., & King, K. S. (2012). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In Electronic collaborators (pp. 61-86). Routledge. Retrieved on February 2018 from https://goo.gl/9S4Ekr
Brown, D. (2006). Can instructional technology enhance the way we teach students and teachers? Journal of Computing in Higher Education, 17(2), 121. https://doi.org/10.1007/BF03032701
Caplan, D., & Graham, R. (2004). The development of online courses. Theory and practice of online learning, 175. Retrieved on February 2018 from https://goo.gl/SA9D87
Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: Parallel developments. The International Review of Research in Open and Distributed Learning, 8(2). https://doi.org/10.19173/irrodl.v8i2.348
Chan, T. W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., ... Soloway, E. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29. Retrieved on February 2018 from https://goo.gl/QytjVZ
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational research review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. https://doi.org/10.9743/JEO.2015.1.5
Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In International handbook of information technology in primary and secondary education (pp. 43-62). Springer, Boston, MA. Retrieved on February 2018 from https://goo.gl/THchd4
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Etcuban, J. O. (2013). Automated test generator for the faculty of the University of Cebu, Philippines. IAMURE International Journal of Mathematics, Engineering & Technology, 6, 30. Retrieved on January 2018 from https://goo.gl/4kXMWm
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Retrieved on February 2018 from https://goo.gl/AWV6CP
Franklin, T., & Peng, L. W. (2008). Mobile math: Math educators and students engage in mobile learning. Journal of computing in higher education, 20(2), 69-80. https://doi.org/10.1007/s12528-008-9005-0
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493. https://doi.org/10.1037/0022-0663.97.3.493
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning with Games: “It’s Fun and We Learn Things”. Simulation & Gaming, 40(5), 626-644. https://doi.org/10.1177/1046878109333793
Iansiti, M., & Richards, G. L. (2006). The information technology ecosystem: Structure, health, and performance. The Antitrust Bulletin, 51(1), 77-110. Retrieved on February 2018 from https://goo.gl/m96M7p
Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher development, 11(2), 149-173. https://doi.org/10.1080/13664530701414779
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium. Retrieved on February 2018 from https://goo.gl/8jWy4r
Jonassen, D. H., & Grabowski, B. L. (2012). Handbook of individual differences, learning, and instruction. Routledge. Retrieved on February 2018 from https://goo.gl/GTYbZY
Kalloo, V., & Mohan, P. (2012). MobileMath: An innovative solution to the problem of poor Mathematics performance in the Caribbean. The Caribbean Teaching Scholar, 2(1). Retrieved on February 2018 from https://goo.gl/v9UDuM
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. https://doi.org/10.1016/j.compedu.2010.02.007
Khaddage, F., Lattemann, C., & Bray, E. (2011). Mobile apps integration for teaching and learning. (Are Teachers Ready to Re-blend?). In Society for Information Technology & Teacher Education International Conference (pp. 2545-2552). Association for the Advancement of Computing in Education (AACE). Retrieved on January 2018 from https://goo.gl/Vek2vo
Kritzenberger, H. (2004). Architectures for constructive multimedia learning environments: challenges for narrative teaching models. In EdMedia: World Conference on Educational Media and Technology (pp. 88-95). Association for the Advancement of Computing in Education (AACE). Retrieved on February 2018 from https://goo.gl/GHEUAm
McNeese, M. D., Theodorou, E., Ferzandi, L., Jefferson Jr, T., & Ge Jr, X. (2002). Distributed cognition in shared information spaces. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 46, No. 3, pp. 556-560). Sage CA: Los Angeles, CA: SAGE Publications. Retrieved on February 2018 from https://goo.gl/jHHqAL
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved on February 2018 from http://repository.alt.ac.uk/629/
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247. https://doi.org/10.1037/0022-0663.81.2.247
Mouza, C., & Barrett-Greenly, T. (2015). Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools. Computers & Education, 88, 1-14. https://doi.org/10.1016/j.compedu.2015.04.009
Naismith, L., Lonsdale, P., Vavoula, G. N., & Sharples, M. (2004). Mobile technologies and learning. Retrieved on February 2018 from https://goo.gl/L3CB6F
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78-102. https://doi.org/10.19173/irrodl.v12i2.791
Phillips, M. M., Koehler, M. J., Zhang, G., Yadav, A., & Rosaen, C. (2005). Results of an experiment evaluating the use of video cases to help pre-service teachers become better teachers of literacy. In EdMedia: World Conference on Educational Media and Technology (pp. 585-592). Association for the Advancement of Computing in Education (AACE). Retrieved on February 2018 from https://goo.gl/ijXaKJ
Pollara, P., & Broussard, K. K. (2011). Mobile technology and student learning: What does current research reveal? International Journal of Mobile and Blended Learning (IJMBL), 3(3), 34-42. https://doi.org/10.4018/jmbl.2011070103
Prahalad, C. K., & Ramaswamy, V. (2003). The new frontier of experience innovation. MIT Sloan management review, 44(4), 12. Retrieved on February 2018 from https://goo.gl/gQe7Cy
Proserpio, L., & Gioia, D. A. (2007). Teaching the virtual generation. Academy of Management Learning & Education, 6(1), 69-80. https://doi.org/10.5465/amle.2007.24401703
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The future of children, 76-101. https://doi.org/10.2307/1602690
Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. St. Martin’s Press. Retrieved on February 2018 from https://goo.gl/PHXUe7
Rossing, J. P., Miller, W., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? Student perceptions of learning with mobile tablets. Retrieved on March 2018 from https://goo.gl/TjGsg9
Ruthven, K., & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational studies in mathematics, 49(1), 47-88. https://doi.org/10.1023/A:1016052130572
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational technology research and development, 56(4), 487-506. https://doi.org/10.1007/s11423-008-9091-8
Sha, L., Looi, C. K., Chen, W., & Zhang, B. H. (2012). Understanding mobile learning from the perspective of self‐regulated learning. Journal of Computer Assisted Learning, 28(4), 366-378. https://doi.org/10.1111/j.1365-2729.2011.00461.x
Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69. https://doi.org/10.1111/1467-8535.00135
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond the show and tell. Mathematical thinking and learning, 10(4), 313-340. https://doi.org/10.1080/10986060802229675
Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Simon and Schuster. Retrieved on January 2018 from https://goo.gl/Z7zYT2
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. https://doi.org/10.1016/j.compedu.2015.11.008
Tan, H. S. (2003). The use of a virtual environment in the education of engineering students (Doctoral dissertation, Durham University). Retrieved on February 2018 from http://etheses.dur.ac.uk/3150/
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360. https://doi.org/10.3102/0013189X14553660
West, D. M. (2013). Mobile learning: Transforming education, engaging students, and improving outcomes. Brookings Policy Report, 1-7. Retrieved on February 2018 from https://goo.gl/uQxCyu
Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79. https://doi.org/10.1145/986213.986216
Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in higher education, 45(2), 115-138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de

How to cite this article

APA

Etcuban, J. O., & Pantinople, L. D. (2018). The Effects of Mobile Application in Teaching High School Mathematics. International Electronic Journal of Mathematics Education, 13(3), 249-259. https://doi.org/10.12973/iejme/3906

Vancouver

Etcuban JO, Pantinople LD. The Effects of Mobile Application in Teaching High School Mathematics. INT ELECT J MATH ED. 2018;13(3):249-59. https://doi.org/10.12973/iejme/3906

AMA

Etcuban JO, Pantinople LD. The Effects of Mobile Application in Teaching High School Mathematics. INT ELECT J MATH ED. 2018;13(3), 249-259. https://doi.org/10.12973/iejme/3906

Chicago

Etcuban, Jonathan O., and Leocineza D. Pantinople. "The Effects of Mobile Application in Teaching High School Mathematics". International Electronic Journal of Mathematics Education 2018 13 no. 3 (2018): 249-259. https://doi.org/10.12973/iejme/3906

Harvard

Etcuban, J. O., and Pantinople, L. D. (2018). The Effects of Mobile Application in Teaching High School Mathematics. International Electronic Journal of Mathematics Education, 13(3), pp. 249-259. https://doi.org/10.12973/iejme/3906

MLA

Etcuban, Jonathan O. et al. "The Effects of Mobile Application in Teaching High School Mathematics". International Electronic Journal of Mathematics Education, vol. 13, no. 3, 2018, pp. 249-259. https://doi.org/10.12973/iejme/3906