Information Technology Capability (ITC) Framework to Improve Learning Experience and Academic Achievement of Mathematics in Malaysia

Abstract

Poor mathematics performance was generally reported from international assessments such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) among Malaysian students. Malaysia is ranked 52nd and 48th in the assessments for 2012 and 2018 respectively, while Singapore, Japan, South Korea, and even Vietnam have consistently performed well and held the top spots among the 78 countries evaluated in the PISA. Although numerous new technologies have been introduced, developed and implemented for education, incorporation of IT capability (ITC) to teach and learn Mathematics where still lacking commonly. Additionally, learning Mathematics in the traditional teaching contents could not accomplish desired learning outcomes because of dry contents and dull teachers. Therefore, this study is to design an appropriate ITC framework for improving learning experience and academic achievement of learning Mathematics. This study has adopted the development model of Analysis, Design, Development, Implementation and Evaluation (ADDIE) and Mayer (2010)’s cognitive theory for multimedia instructional content design. This study developed a new Multimedia Probability and Statistics system (MMPASS) for a subject of Probability and Statistics. The developed topics were concepts of discrete random variables and probability distribution function which were puzzled by students from preliminary study. An experiment was conducted with both control and experimental groups. The developed MMPASS blended multiple influential multimedia elements in the learning contents. A quantitative method and proportional stratified sampling were used to collect data. The blended topics were used by the experimental group whilst the control group was solely learning using the existing learning contents. Questionnaires were distributed to both groups after the lessons. 66 students participated in this survey. The collected data was then analysed and an ITC model was formed. Results of this study show that Perceived System Quality, Perceived Information Content Quality and Perceived System Performance as independent variables significantly improved learning experience. The findings also reveal that the performances of the experimental group have a higher mean score (9.65/10.00) compared to the control group (8.03/10.00), indicating the use of MMPASS improved students’ learning performance in subjects that involve understanding of concepts. While there is a lack of established ITC framework and IT application for Mathematics education in Malaysia, this study has verified the use of ITC improving performance of learning Mathematics in Malaysia.