Validity of instrument to measure primary school mathematics teachers’ acceptance of m-learning applications

Mobile learning (M-learning) is one of the proposed technology-based methods for teaching mathematics in today’s education 4.0 era. This method enables teachers to conduct instruction and learning without being bounded by walls, wires, and the need for specialized physical infrastructure and facilities. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ acceptance of M-learning applications in problem-solving teaching involving six variables. This research is quantitative and utilizes a questionnaire to collect data. This study involved a total of four experts and 120 participants. Cronbach’s alpha and Exploratory Factor Analysis were used to perform a descriptive analysis of the data. Cronbach’s alpha was determined to be 0.934, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 and a variance of ≥60%. The findings showed that this instrument contains six constructs and nineteen appropriate items. It also indicated that this instrument could be used to investigate perceptions of the primary school mathematics teachers’ acceptance of m-learning applications in problem-solving teaching instruments involving performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior (attitude)

Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities

Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment

Mobile application for G-Suite based on multimedia learning cognitive theory

This research is to develop a mobile application for G-Suite (Google Suite) based on Multimedia Learning Cognitive Theory and to identify teachers’ perception toward the mobile application. The effect of using the mobile application to satisfaction, ability and performance of the users are also studied. Thirty-six teachers consist of ICT coordinator from a zone in Johor Bahru were involved as sample. Quantitative approach using questionnaire was implemented with 0.78 Cronbach’s Alpha value from the pilot study. The instrument used is a questionnaire to measure teachers’ perception toward the usage of the mobile application. The instrument was analysed using descriptive statistic on satisfaction, ability and performance. This research had successfully identified teachers’ perception toward apps in G-Suite such as Google Drive, Google Docs, Google Sheet, Google Slide and Google Form. All the applications were assigned as construct and significant improvement in knowledge and understanding were reported in the construct. The samples are reported as highly satisfy with the level of satisfaction, ability and performance regarding the evaluation of the mobile application. In conclusion, mobile application of G-Suite developed based on Multimedia Learning Cognitive Theory was found as effective in ensuring an effective mobile learning (m-learning)

Learning strategies using augmented reality technology in education: Meta-analysis

The learning environment is changing rapidly with the advent of the Industrial Revolution 4.0. One of the trending technologies in education is Augmented Reality. The Augmented Reality technology allows users to interact with virtual objects that are integrated into the real world and appear in the same space in real-time. The purpose of this meta-analysis is to identify the types of learning strategies that have been implemented using the Augmented Reality technology. The research methodology is based on a systematic literature search in online databases, namely, Scopus, Web of Science, Science Direct, Taylor Francis, and Springer. Keywords used in the search include Augmented Reality in education, learning strategies, integration strategies, as well as Augmented Reality teaching and learning. The results of this meta-analysis reveal that interactive learning, game-based learning, collaborative learning, and experiential learning are the dominant strategies in education that use Augmented Reality. Such findings will provide educators with guidance on the learning strategies that use Augmented Reality and its potential in education, which will subsequently lead to further research on how learning strategies using the Augmented Reality technology can be implemented in teaching and learning effectively

Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving

In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods

The elements of computational thinking in learning geometry by using augmented reality application

Augmented Reality (AR) technology has now become a growing trend within the education field. It has the capability to combine both digital and reality world that subsequently leads to the emergence of new possibilities in improving the quality of teaching and learning activities. The objective of this research is mainly to analyse the Computational thinking elements in solving Geometry topic after the intervention of AR application. Qualitative data analysis was employed as the research methodology of this study that involved interview protocol with 10 pupils enrolled in Form 1 Mathematics class at one of the selected schools in Johor Bahru, Malaysia. Content analysis was then administered using the ATLAS.Ti Version 8 software to identify the codes, themes, and meaning conveyed by the pupils’ answers in the Computational thinking test. Based on the interview and Computational thinking assessment show the pupils’ ability to solve Geometrical problems using Computational thinking elements. The researcher found that Computational thinking elements do exist in problem solving pertaining to the topic of Geometry. However, the order of usage of these Computational thinking elements differs among the pupils. This leads to the conclusion that pupils who utilise the AR application with Computational thinking successfully solve Geometrical problems through the help of the Geometrical thinking process that comprises the elements of Abstraction, Generalisation, Decomposition, Algorithmic, and Debugging

Combination of M-learning with Problem Based Learning: Teaching Activities for Mathematics Teachers

This study was conducted to identify elements (teaching activities) that teachers can engage with involving a combination of M-learning methods with Problem-Based Learning methods (M-PBL). This study was conducted using the Nominal Group Technique (NGT) involving 11 experts with various fields of expertise such as mathematics education, educational technology, M-learning, pedagogy and the curriculum as well as primary school mathematics education teachers. The analysis of the findings was carried out using descriptive statistics (percentages) to determine the priority and ranking for each teaching activity. The findings show that overall, there are 30 relevant M-PBL teaching activities that can be carried out by teachers. The findings also show that teachers sharing the learning objectives that the pupils need to achieve using learning applications that are available on mobile devices (98%) ranked first while the teacher classifying the information obtained from each group according to priority through learning applications available on mobile devices (75%) ranked last. In conclusion, this study shows that both methods can be combined to form a new teaching method in the current 4.0 education era

The Elements of Computational Thinking in Learning Geometry by Using Augmented Reality Application

Augmented Reality (AR) technology has now become a growing trend within the education field. It has the capability to combine both digital and reality world that subsequently leads to the emergence of new possibilities in im-proving the quality of teaching and learning activities. The objective of this research is mainly to analyse the Computational thinking elements in solving Geometry topic after the intervention of AR application. Qualitative data analysis was employed as the research methodology of this study that in-volved interview protocol with 10 pupils enrolled in Form 1 Mathematics class at one of the selected schools in Johor Bahru, Malaysia. Content analy-sis was then administered using the ATLAS.Ti Version 8 software to identify the codes, themes, and meaning conveyed by the pupils’ answers in the Computational thinking test. Based on the interview and Computational thinking assessment show the pupils’ ability to solve Geometrical problems using Computational thinking elements. The researcher found that Computa-tional thinking elements do exist in problem solving pertaining to the topic of Geometry. However, the order of usage of these Computational thinking el-ements differs among the pupils. This leads to the conclusion that pupils who utilise the AR application with Computational thinking successfully solve Geometrical problems through the help of the Geometrical thinking process that comprises the elements of Abstraction, Generalisation, Decomposition, Algorithmic, and Debugging

The development concept of enhanced visualization-based augmented reality applications in education

This concept paper discusses the proposed design and development of augmented reality (AR) applications based on enhanced visualization. Previous development studies used marker-based techniques in developing applications. Development studies involving marker less techniques and three-dimensional (3D) object recognition in education are still understudied. This study will develop an application based on enhanced visualization through the use of 3D object recognition techniques. The theories and models underlying the study consist of constructivist learning theory, behaviourist learning theory, user experience (UX) design process models, and enhanced visualization. In order to evaluate the usability of the developed application, the UX component evaluation model is used. The design and development of AR applications using 3D object recognition techniques is expected to achieve the value of expert agreement through the Fuzzy Delphi method and provide a different experience to users through a more dynamic process without targeting two-dimensional (2D) images as markers while being able to meet the evaluation of UX components which includes product perception, consumer emotions, consequences of use and overall product evaluation