Effects of Using Graphic Calculators in the Teaching and Learning of Mathematics on Students’ Performance and Metacognitive Awareness

Three phases of quasi-experimental study with non-equivalent control group posttest only design were conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their level of metacognitive awareness. Experiment in Phase I was conducted for two weeks to provide an initial indicator of the effectiveness of graphing calculator strategy on students’ performance and their metacognitive awareness. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The first phase involved one experimental group (n=21) and one control group (n=19) from two Form Four classes in a randomly selected school in Selangor. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Experiment for Phase II was further carried out for six weeks incorporating measures of mathematical performance, focused on metacognitive awareness during problem solving and in addition, measures of mental effort and instructional efficiency. This phase involved two experimental groups (n=33) and two control groups (n=32) from four Form Four classes in one randomly selected school in Malacca. As in Phase I, the same learning conditions were given for both experimental and control groups. Finally, experiment in Phase III was carried out for six weeks incorporating comparison on two levels of mathematics ability (low and average) and two types of instructional strategy (graphing calculator strategy and conventional instruction strategy). Form Four students from one of schools in Malacca were the sample for Phase III. Altogether there were four groups of students given four learning conditions vis-à-vis: the average mathematical ability given the use of graphing calculators (n=15), the low mathematical ability also given graphing calculators (n=19), the average mathematical ability given the conventional instruction (n=16) and the low mathematical ability given also the conventional instruction (n=20).Four instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale, Metacognitive Awareness Survey and Graphing Calculator Usage Survey. The data for Phases I and II were analysed using independent t-test and planned comparison test while data for Phase III were analysed using multiple analysis of variance and planned comparison test. The study shows that the graphing calculator instruction enhanced students’ performance and induced higher levels of their metacognitive awareness with less mental effort invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic for both groups of low and average mathematics ability. These findings indicated that the graphing calculator instruction is superior in comparison to the conventional instruction, hence implying that integrating the use of graphing calculator in teaching and learning of mathematics was more efficient than the conventional instruction strategy. The average mathematics ability group benefited more from the graphing calculator instruction as it decreased the amount of mental effort by double than the low mathematics ability group. Further, most students in graphing calculator strategy group showed an overall favourable view towards integrating the use of the graphing calculator in the teaching and learning of mathematics. Even though some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculator improves their understanding of the Straight Lines topic and hence, the usage of the graphing calculator was an effective strategy in teaching and learning of mathematics

ROLE OF HIGHER ORDER THINKING SKILLS IN ENHANCING TIMSS TASKS

Students’ performances in TIMSS and PISA have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS and PISA showed that most high school students in Malaysia continue to perform at less than satisfactory levels. Particularly, in tasks that are cognitively demanding. However, such findings are based on a broad-brush view of the performance of Malaysian students. In this analysis, there is a lack of information about the kind of tasks which are proving to be problematic to the students. This latter information, we argue is critical for future actions aimed at lifting their TIMSS performances. The Malaysian Ministry of Education had advocated for the integration of Higher Order Thinking Skills [HOTS] in mathematics and science. The result of TIMSS has placed greater emphasis on the need to teach HOTS effectively. Our argument is that in order for HOTS to have a significant impact on students’ engagement with and improvement on TIMSS, researchers ought to undertake a fine-grained analysis of student performances in relation to particular tasks and use this information to help teachers understand and integrate HOTS in their teaching. In this paper, we present a critical analysis of selected TIMSS Tasks and demonstrate how to better support students in the use of HOTS in making progress with such tasks. In so doing we present a methodology that can be utilised by teachers better understand the role of HOTS in empowering students move from lower to higher levels of cognitive funtioning in the context of TIMSS and similarly demanding tasks. Our methodology provides an important starting point for the design of future professional development programs for Malaysian mathematics teachers in articulating HOTS and implementing them in regular classrooms. Key words: Higher Order Thinking Skills [HOTS], mathematics problem solving, secondary mathematics, TIMSS Tasks, mathematics teacher professional development, level o

Relationship between scientific reasoning skills and mathematics achievement among Malaysian students

The role of reasoning in mathematical performance is a continuing topic of interest for researchers in mathematics education. This present study explored the link between scientific reasoning skills and mathematics performance as measured by students’ responses to a series of novel problems. Results indicated the existence of a moderate positive correlation between the two variables. All participating students exhibited low levels of scientific reasoning. Despite this, students in the high-achievement group performed significantly better than their peers in the lowachievement group in the mathematics test. The results suggest that while scientific reasoning is necessary, these set of skills may not fully explain the kind of reasoning that underpins mathematical problem solving among Malaysian secondary students. We draw implications for instructions to support the development and use of reasoning in mathematical learning in Malaysian classrooms

Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): a perspective study of Malaysian teacher educators

Teaching and Learning Guiding Principles (TLGP) describes an organization’s beliefs and philosophy pertaining to quality assurance and performance improvement which guides the ‘what’, ‘why’ and ‘how’ of its activities. It is also a statement on the scholarship of teaching and learning and a reference guide to good practice specifically for teacher education institutions. The purpose of this study was to evaluate the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI). An expert panel of nine academicians in the field of teacher education reviewed and rated the TLGPI for the relevance and representativeness of each item based on a dichotomous rating of favourable or unfavourable. Their ratings were used to seek an agreement between the two or more raters in Cohen’s Kappa Index (CKI) and also to calculate the Content Validity Index (CVI) values of each final item. The percentage inter-rater agreement yielded at 70% of agreement in CKI. Items with CVI greater than 0.78 were included in the final instrument. The final instrument contained 67 items of 5-point Likert scale multiple choice options, categorised under six thematic domains namely (1) intellectual excitement; (2) quality learning spaces; (3) constructive alignment; (4) international and cultural diversity; (5) climate of inquiry and critical reflection; and finally (6) nurture good values, attitude and behaviour. The finding supports the face and content validity of this 67-item questionnaire, hence could be further researched on construct validity

The effects of using graphic calculators in teaching and learning of mathematics

Although graphic calculators have been developed in mathematics education for nearly two decades, research on the technology’s use is not robust. Its use in secondary schools (for example, in Great Britain, France, Sweden, New Zealand, Netherlands, and United States) is not well understood, universally accepted, nor well-documented. In Malaysia, research on the usage of graphic calculators is still in its infancy and therefore its use has yet to be explored. Thus, there is a need to further research in this area especially in the context of teaching and learning of mathematics at secondary school level in Malaysia. This study employs a quasiexperimental with non equivalent control group design. The main objective of the study was to investigate the effects of the use of graphic calculators on Form four secondary school students’ mathematics achievement and metacognitive awareness in the learning area of Relation and Function. Students’ views about their experiences benefits and difficulties experienced in using graphic calculators in learning of mathematics were sought. Preliminary findings of this study provided pedagogical impact of the use of graphic calculators as a tool in teaching and learning of mathematics in Malaysia

The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style

This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style

Constructing Calculus Concepts through Worksheet Based Problem-Based Learning Assisted by GeoGebra Software

This study aims to produce a valid, practical, and effective calculus learning worksheet using a problem-based learning method assisted by GeoGebra software in improving problem-solving skills. This worksheet serves as a guide to students in constructing the calculus concepts through the provided instructions according to the Problem-Based Learning syntax. Furthermore, the construction process was carried out using GeoGebra software. Students are given scaffolding to construct concepts. This research is development research. This study employs a Plomp model, which consists of three stages, namely the preliminary study, development or prototyping, and assessment phases. The subjects are 32 students in class XI.2 at the State Senior High School of 14 Padang. The results showed that the worksheet produced was valid, practical, and effective in improving students' problem-solving abilities. This implies that it would assist students in constructing calculus concepts. Furthermore, it showed that GeoGebra is capable of visualizing abstract calculus concepts, which enables students to understand higher mathematical thinking on the main concept of calculus. In conclusion, the use of GeoGebra in mathematics learning is able to help students construct mathematical concepts and improve their problem-solving abilities. Doi: 10.28991/HIJ-2022-03-03-04 Full Text: PD

Kualiti Pengajaran dan Pembelajaran Guru Matematik

This survey research is designed to identify the quality of teaching and learning of mathematics teachers at secondary schools in Kangar, Perlis. Specifically, this study focuses on students’ level of perception towards teaching and learning quality of the mathematics teachers at school, its relationship with mathematics achievement and the difference in perception between students of different genders. The sample of the study involved 120 form four students. The instrument used is a set of questionaires comprising 21 items of question covering the quality of teaching and learning of the teachers. The data are analysed by using the statistical descriptive and inferential such a the mean, standard deviation, t-test and Pearson correlation. Students’ perceptions on the quality of teachers’ teaching and learning are based on the level of perceptions of 5 point Likert scale. In general, the result showed that the students’ level of perceptions on the quality of teachers’ teaching and learning is in a good category. However, there was no significant relationship between male and female perceptions toward the quality of teachers’ teaching and learning and their achievements. Beside that, the result also showed that there was no difference of perception on the quality of teachers’ teaching and learning between them. The findings of this research could be used as a guideline for teachers in order to enhance the quality of teaching and learning

The effects of using GeoGebra teaching strategy in Malaysian secondary schools: a case study from Sibu, Sarawak

As computer-based technology becomes an important component of any modern curriculum, the continuing challenge is to scrutinize the applications of the instructional technology and to identify whether these tools can give good benefit to students’ learning process. This study examined the effects of using GeoGebra Teaching Strategy in learning Circle III topic on Malaysian Secondary Form Four students’ performance and attitudes towards this teaching strategy. A quasi experiment of non-equivalent pre-posttest control group design study was conducted in a school in Sibu, Sarawak. One control group (n = 17) and one experimental group (n = 29) were randomly selected from Form Four classes. The experimental group underwent learning using GeoGebra Teaching Strategy meanwhile the control group underwent learning using Conventional Teaching Strategy. The Circle III Achievement Test and the Attitude Questionnaire were used as instruments in this study. The data were analyzed using one way ANCOVA and one sample t-test. The analysis showed that there was no significant difference between mean performance scores of students in experimental and control groups. However, the experimental students showed positive attitudes towards using GeoGebra software while learning Circle III topic. This indicated that not only could this strategy be utilized in learning mathematics but also in enhancing Malaysian students’ performance in learning mathematics in the long run

The character of teaching practices in a teacher education institution: Findings from observation checklist

This study was conducted to characterise the teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical shortfall. This study employed a form of implementation study using classroom observation. A total of 20 lessons drawn from Early Childhood Education, Mathematics, Science, Secondary School TESL (Teaching of English as a Second Language), History, Physical and Health Education, and Moral Education taught by lecturers in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicators that spread across six principles was utilised in the observation whereby observers checked in terms of presence or absence of each indicator during the classroom observations. This study provides the characterisation of evidenced-based practices, uncovering the pedagogical gap which could be subsequently addressed by various means such as the providence of continuous in-service courses. Empowering lecturers pedagogically will produce quality teachers which in turn, produce quality students