设计和发展一种学习策略,以提高学生对联立方程的参与:一个评价观点

Q1 Social Sciences
Jaafaru Aliyu, S. Osman, Jeya Amantha Kumar, Mohd Ridhuan Mohd Jamil
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引用次数: 1

摘要

在21世纪,数学课程的教学和学习见证了技术使用的显著扩展和发展,这创造了从以教师为中心到以学生为中心的学习参与的转变。学生参与(SE)面临着表现不佳和学生难以解决涉及指数的联立方程(SEII)等诸多挑战。本文提出了一种基于合作学习策略(CLS)和GeoGebra (GG)集成的学习策略(LS)的评价观点。LS采用思考-配对-分享方法以及与建构主义意识形态相关的学习阶段的六(6)原则。本文还介绍了41名使用开发的LS学习SEII的学生的数学成绩初步测试(MAT-test)的前后测试。与三位经验丰富的讲师进行了半结构化访谈,以提供与LS互动的反馈和建议。从这些讲师中出现的主题包括LS阶段之间的联系,特定材料,合作活动,发现过程中的游戏性和思考。专家通过问卷对LS的内容推理和内容学习策略进行反馈,使用Fleiss多评分者Kappa进行测试,显示出良好的评分者间信度和一致性。然后检查ANCOVA检验的估计边际均值协变量,结果支持开发学习策略的必要性。研究结果表明,结合CLS和GG的LS有可能在教育上有效地提高SEII患者的SE。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint
In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
审稿时长
7 weeks
期刊介绍: JOTSE is an international Journal aiming at publishing interdisciplinary research within the university education framework and it is especially focused on the fields of Technology and Science. JOTSE serves as an international forum of reference for Engineering education. Teaching innovation oriented, the journal will be issued twice per year (every 6 months) and will include original works, research and projects dealing with the new learning methodologies and new learning supporting tools related to the wide range of disciplines the Engineering studies and profession involve. In addition, JOTSE will also issue special numbers on more technological themes from the different areas of general interest in the industrial world, which may be used as practical cases in classroom tuition and practice. Thereby, getting the working world reality closer to the learning at University. Among other areas of interest, our Journal will be focused on: 1. Education 2.General Science (Physics, Chemistry, Maths,…) 3.Telecommunications 4.Electricity and Electronics 5.Industrial Computing (Digital, Analogic, Robotics, Ergonomics) 6.Aerospatial (aircraft design and building, engines, materials) 7. Automotive (automotive materials, automobile emissions).
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