Effect of Smartphone-Assisted Jigsaw Cooperative Learning on Students’ Mathematics Self-Efficacy (original) (raw)
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International Journal of Educational Research, 2022
This study investigated the effect of smartphone-assisted Jigsaw cooperative learning on senior secondary school students' achievement in mathematics in addition to determining how gender and smartphone efficacy as moderating variables influenced students' achievement in mathematics. The study was guided by three research questions and six hypotheses. Purposive sampling was used to select two (2) schools from Educational District IV of Lagos State. Five hundred and thirty-four students from intact classes were assigned into experimental and control groups. The Smartphone Assisted Learning Package was the treatment while Mathematics Achievement Test served as the data collection instrument. Descriptive and inferential statistics employed include mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings indicated that students who were taught mathematics using a smartphone-assisted Jigsaw strategy performed significantly better than those exposed to the traditional method of teaching. Smartphone efficacy and gender had no significant consequence on students' achievement in mathematics. Findings led to recommendations including that teachers should expose mathematics students to smartphone-assisted Jigsaw cooperative learning strategy to promote active learning and interaction leading to a significant gain in students' mathematics achievement.
Student and Teacher Factors as Determinants of Secondary School Students' Mathematics Self-Efficacy
Educational Thought, Journal of Institute of Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, 2020
This study examined the influence of student and teacher factors on secondary school students' Mathematics Self-Efficacy (MSE). Descriptive research design of survey type was used for the study. The population comprised junior and senior secondary school students in Lagos Island local government. The sample consisted of 233 (125 male and 98 female) junior and senior secondary school students A researchers-made student and perceived teacher factor questionnaire A researchers-made perceived student and teacher factor questionnaire along with an adapted self-efficacy scale were used as instruments for data collection. Four hypotheses were generated to guide the study. The analysis of data was done using percentage, mean, standard deviation, independent t-test, Pearson product moment correlation, and regression. Findings revealed that there is no significant difference in the MSE of junior and senior secondary school students. All the student and teacher factors examined were positively and significantly associated with students' MSE except for class level which lacked statistical significance although positively correlated with MSE. Regression analysis revealed a significant joint contribution of the variables on MSE accounting for 14.3% of variations observed in students' MSE. Recommendations included that formal and informal peer learning amongst students should be intensified through the application of cooperative learning variants and encouragement of collaborative study with peers who are positively disposed to mathematics.
Smartphone Habits and Behaviors in Supporting Students Self-Efficacy
International Journal of Emerging Technologies in Learning (iJET)
The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affe...
An empirical research on the use of mobile phones to support students' mathematics learning
This paper presents some empirical findings on the use of mobile phones to support students' mathematics learning in some Vietnamese schools, specifically for facilitating self-study among students. An empirical research was carried out aimed at investigating the mobile phone as a portable learning device in the high school mathematics classrooms. It also finds out how the potentials and functionality of the mobile phones can be effectively used and facilitated in educational settings. A web-based learning model was proposed to assist K-12 students to learn mathematics beyond the activities in the classroom. The research also shows that mobile web-based content provides students with opportunity to learn at their own pace, to learn in accordance with their preferences, and to guide them self-study at home.
Journal of Physics, Conference Series, 2018
This research was purposed to see the influence of cooperative learning model type think pair share in improving self efficacy of students on mathematics subjects This type of research was a quas experiment with the design of The One Group Pre Test-Post Test Design Participants in this research amounted to 25 students of grade VIIIC junior high school 1 Ajangale event obtained by using simple random sampling technique The data from this research was obtained by using self efficacy scale containing 16 items of question The data obtained from participants' answer were analyzed by One Way Anova using SPSS 2200 The results of this study reveal that the pretest score was obtained M = 48,08, SD = 8,046, while posttest score was obtained M = 60,76, SD = 5,600 The result of hypothesis testing on self efficacy scale on pretest and posttest obtained F = 41,827 with significance value p = 0,000 (p< 0,05) So, it can be said that cooperative learning model has a positive effect in improving self efficacy students on mathematics subjects.
Journal of Education Technology, 2021
The current era of digitalization has big impact on education, the use of technology and information is not only for learning but as an evaluation tool. This development raises problems that require the completion of high-level thinking, therefore students need to prepare the ability to think and be able to develop skills. This study aims to measure the self-efficacy of computer skills on student learning outcomes and interactions in mathematics subjects. This research method used quantitative approach in Quasi Experiment Design. Total sample were 64 students. CBT was used in evaluating mathematics subjects and using a questionnaire to determine the level of self-efficacy of computer abilities towards students learning outcomes. Analysis of research data was carried out using ANOVA, to test the hypothesis using two-way ANOVA (two-way ANOVA) using the SPSS version 25.0 for windows software program. The results showed that there was CBT of mathematics subjects towards student learning...
2014
I would like to gratefully acknowledge Mr Lawrence Walker, for all his superb feedback and guidance. A big gratitude goes to my secondary supervisor, Mrs. Gaye Tyler-Merrick for all her advice and support. Many thanks to my parents, for supporting me throughout my studies. My brother, sister, and my friends for the encouragement that kept me motivated and engaged on task. A special thanks to all the friends (Wheki 251), for their advice, fresh ideas and support. Finally, I would like to thank the school and all of the participants that took part in my study without them this would not be possible.
NOUN Journal of Education, 2022
The need to sustain non-stop learning within and outside the classroom has been established in the literature. Mobile learning has come as a positive response to engender active engagement of students beyond the brick-and-mortar instructional setting. Students' readiness to be part of this instructional approach could be hindered by some student-related factors. Therefore, this study was carried out to examine the impact of mobile phone self-efficacy and internet self-efficacy on students' readiness for mobile learning in the Federal Capital Territory (FCT). A survey research design was adopted for the study. Three hundred (300) senior secondary school students were purposively selected across 6 schools from the 6 Area Councils within FCT. The questionnaire consists of sections A, B, C, and D. Section A captures the demographic details of the respondents. Sections B, C, and D consist of 15 items, 14 items, and 15 items each measuring readiness for mobile learning, mobile phone self-efficacy, and internet self-efficacy of the students respectively. Findings reveal that mobile phone selfefficacy has a significant impact on the student's level of readiness for mobile learning at the senior secondary school level. Also, there is a significant effect of internet self-efficacy on students' readiness for mobile learning. Therefore, it has been recommended that there is need to improve access to the internet, especially when students are expected to interact with the learning content at home.
The purpose of this paper is to report the results of a two-part study. Study 1 was conducted to refine and validate a survey instrument, SELMA (Hodges, 2008), used to measure learners’ self-efficacy toward learning mathematics in online or technology-intensive, asynchronous learning environments. Study 2 was conducted to investigate the relationships between self-efficacy to learn mathematics asynchronously, using the revised instrument from Study 1, and achievement in College Algebra. A statistically significant relationship was observed. The findings are discussed in the context of designing online mathematics courses similar to the one highlighted for these studies. Limitations and directions for future research are discussed.
EFFECTS OF MOBILE TECHNOLOGY ON STUDENTS' LEARNING OUTCOMES IN MATHEMATICS
Gazette- A Multidisciplinary Journal of the Faculty of General Studies., 2018
Conventional teaching method is often used in our classrooms but always end up in poor achievement. Mobile technologies have great potential for facilitating more innovative learning approach. This approach in educational methods will likely not only help subject content learning, but may also facilitate the development of communication, problem-solving, creativity and other high-level skills among students. Despite the proposed advantages of mobile technology in teaching and learning, researchers have found mixed results regarding the effects of the usage of mobile devices for academic purpose This study considered the effect of mobile technology on students’ learning outcomes in mathematics. A pretest posttest control quasi-experimental design was adopted. Three federal government colleges in Lagos were purposively selected following the pattern of their gender; boys only, girls only and one coeducational. Five SSI students were purposively selected from each of the single sex schools and ten (five boys and five girls) were randomly selected from the mixed school. The single schools were assigned to the experimental group while the coeducational school was assigned to the control group. Two validated instruments Mathematics Achievement Test on Trigonometry (MATT, r=.75) and Students’ Attitudes Questionnaire on Mathematics (SAQM) were used to collect data. Two research hypotheses were formulated. The data was analysed using Analysis of Covariance (ANCOVA). There was no significant effect of mobile learning on students’ learning outcomes however, students exposed to mobile learning (mean=14.673) achieved higher than their counterpart in conventional method (mean=12.327). Mobile learning approach is better than conventional method. This study recommended that education should be beyond the four walls of classrooms. Educators need to be convinced that mobile learning is effective and will benefit them in the delivery of instruction. Technology in instruction and how to use it should be communicated to educators so that they can see the benefits of using mobile technology in instruction.