Digital interactive app and students’ mathematics self-efficacy, anxiety, and achievement in the “new normal”

Q1 Social Sciences

E-Learning Pub Date : 2023-03-29 DOI:10.1177/20427530231167646

Leo A. Mamolo, S. G. C. Sugano

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引用次数: 0

Abstract

The pandemic brought changes in the educational setup leading all learning institutions to rely on online learning. In instruction, using the e-learning method has increased due to the pandemic. This study investigated the effects of the Digital Interactive Math Comics (DIMaC) mobile App on students’ self-efficacy, anxiety, and achievement in General Mathematics. The study employed quasi-experimental research, specifically a one-group pre-posttest design. Two adapted questionnaires were employed in the study. Results revealed that students’ self-efficacy remained the same as “Moderate,” anxiety significantly decreased, and their achievement improved from “Satisfactory” to “Very Satisfactory” when utilizing the DIMaC App for 6 weeks. A negative correlation was observed between students’ mathematics self-efficacy and anxiety, while no significant association was found in the combination of the other variables. Results revealed that interactive instructional materials like the DIMaC app help students decrease their learning anxiety in the “New Normal” setup and improve learning gain. Learning materials that students manipulate and interact with significantly affect Mathematics Performance. Therefore, school stakeholders, especially the subject teachers, may develop interactive materials to aid students in the new setup in education.

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数字互动应用与“新常态”下学生的数学自我效能感、焦虑和成就

疫情带来了教育设置的变化，导致所有学习机构都依赖在线学习。在教学方面，由于疫情，使用电子学习方法的人数有所增加。本研究调查了数字互动数学漫画（DIMaC）手机应用程序对学生自我效能感、焦虑和普通数学成绩的影响。该研究采用了准实验研究，特别是一组前后测试设计。本研究采用了两份经过调整的问卷。结果显示，使用DIMaC应用程序6周后，学生的自我效能感保持在“中等”水平，焦虑显著降低，成绩从“满意”提高到“非常满意”。学生的数学自我效能感与焦虑呈负相关，而其他变量的组合没有发现显著的相关性。结果显示，像DIMaC应用程序这样的交互式教学材料可以帮助学生在“新常态”设置中减少学习焦虑，提高学习收益。学生操作和互动的学习材料会显著影响数学成绩。因此，学校利益相关者，尤其是学科教师，可以开发互动材料，以帮助学生在新的教育环境中学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.