|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| 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 LSs 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. Articles contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate articles contents, provided the authors and JOTSE journals names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |