The effects of MATAS Hopscotch technique in the learning of fractions among Year 5 pupils

This study is to investigate the use of MATAS Hopscotch technique to solve the subtraction of three types of fractions among secondary school students. The study involved 56 pupils from two Year 5 classes. A quasi-experimental, nonrandomized control group, pre-test-post-test delayed post-test design was conducted on two intact groups, randomly assigned into control and experimental groups. Paired samples t- test was conducted to evaluate the impact of the teaching method on the pupils’ scores on the test among the control and treatment groups. The findings showed there was a statistically significant increase in the pupils’ scores from pre-test (M=0.43, SD = .690) to post-test (M= 9.89, SD=2.424), t(27) =-23.467, p < .05 among the control group. This finding indicated the control group showed improvement in the pupils’ scores after the implementation of the traditional method. The findings also showed there was a statistically significant increase in the pupils’ scores from pre-test (M=0.50, SD = .745) to post-test (M= 16.07, SD=1.676), t(27) =-53.163, p < .05 (two-tailed) among the treatment group. These findings indicated the treatment group showed improvement in the pupils’ scores after the implementation of the MATAS Hopscotch technique. However, the score gain of the treatment group was almost twice as much as that for the control group

Effects of GeoGebra towards students' mathematics performance

The purpose of this study was to investigate the effects of using Dynamic Mathematics Software (GeoGebra) on students' performance compared to the regular instruction without using technology for a Geometry topic. A quasi-experimental post-test-only control group design was utilized in the study. The study involved 55 secondary school students (27 in the GeoGebra group, 28 in the control group) in a Malaysian school. Independent sample t-test analysis showed that students who were exposed to GeoGebra achieved significantly better test scores as compared to the group which followed the class without using any technology. However, the delayed post-test showed a different finding. The results from this study suggest that the integration of mathematical software in the teaching and learning of geometry is beneficial and the use of it should be continued

Dynamic Mathematical Learning Tools: Does It Work For Malaysian Classroom Learners?

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Perceived efficacy of dynamic mathematical software - a Malaysian secondary mathematics students experiences.

The use of technology in teaching mathematics have great potentials and make significant contributions to students' learning specifically in developing skills in mathematical modeling through exploration, develop logical thinking and modify strategies and assumptions through immediate feedback, work with large sets of data and learn and memorize by manipulating graphic images. Therefore, institutions should attempt to utilize dynamic software in order to add value to the education process. Transitional notions of the transmission of knowledge, skills and attitudes seem inadequate to address the dynamic changes around us (Willoughby, 2000). The use of Geometer's Sketchpad (GSP), Autograph and the graphing calculator (GC) had been implemented for the learning of mathematics in Malaysian secondary schools. Considering the,investment that the Ministry of Education has committed to the use of technology in schools, it is timely to conduct a study on the efficacy of technologies such as the GSP and the graphing calculator on students' achievement, problem solving attitudes, perceived ease of use, and anxiety. In this study, an experiential learning utilizing mathematical softwares Autographs, Geometer Sketchpad and Graphing Calculator on Quadratic Functions were conducted involving secondary students. The findings from this study indicated that integrating the use of Autographs, Geometer Sketchpad and Graphing Calculator in the learning activity benefited learners. Overall, this study has shown promising implications for the potential efficacy of the software in teaching mathematics at Malaysian secondary school level. These findings will also benefit various agencies viz-a-viz Ministry of Education, mathematics educators, teachers, curriculum developers through wider use of technology in teaching and learning. However, wider use of technological tools in teaching mathematics requires further training of manpower and resources for training of teachers who will be the end-users

Bidirectionally-pumped remote L-band EDFA module utilizing stimulated Raman scattering

This research was centered on an enhanced bidirectionally-pumped remote L-band erbium-doped fiber amplifier (EDFA) module. The amplifier was backward-pumped using 1455 nm Raman laser while the SRS generated in the delivery line pumped the remote EDFA in the forward direction. Gain values around 12 dB and 9 dB were measured for input signal of 30 and 0 dBm respectively. Excellent gain flatness was observed for both input levels with similar maximum gain variation of only 1.2 dB. 30 dBm input produced high noise figures up to 11.6 at the shorter wavelengths which declined as the signal moved further across the L-band window. The same trend was observed for 0 dBm input where at 1570 nm, 12.1 dB noise figure was acquired and went down to 7.2 dB at 1605 nm. Gain and noise figure behaviors were attributed to the gain competition due to the presence of the SRS, which was inadvertently amplified as well. The use of longer EDF length or careful selection of the pump wavelength can be considered to optimize the amplifier design

Islamic bank stability - initial evidence / Mohd Afandi Abu Bakar, AP Dr. Mohd Fauzi Mohd Harun and AP Dr. Abdul Malek A Tambi

Stability of the banking sector is one of the most important features that support and contribute to continuous economic expansion and development. It will facilitate and smooth the flow of funds across the economic units more efficiently and effectively. This study examines the stability of Islamic banks. The study employs an unbalanced panel data analysis on the annual growths of 67 Islamic banks from various countries for the period spanning from 1998 to 2009. The finding provides some evidence on the stability of Islamic bank operations. The growth of Islamic bank financing is independent of the growth of business cycle indicators, thus, free from any speculative activities. Hence, the behaviour of the Islamic bank was not that enthusiastic to the movement in economic environment ffuctuaticns. Although the contingency reserve and provision for loan losses are able to control the financing activities from behaving pro-cyclically, the finding also shows that Islamic banks need to observe its management of contingency reserves and provision for loan losses. The amount is still not large enough to manage the earning assets that have a direct influence on the financing volume. This is evidence from the insignificant relationship of financing growth of Islamic bank to the real GDP growth, money supply M2 growth and the CPI growth. Therefore, the policy on contingency reserves and provision for loan losses needs some serious consideration from the Islamic bank management so that it will also be able to confirm the capability of Islamic bank to work as the transmitter mechanism of monetary policy

Covid-19: Disadvantages Of Online Learning Towards Visual Arts Practiced-based Nature

Purpose: This paper discusses the disadvantages of online learning in the context of studio practice -based that focuses on practical skills. Discussions are made by looking at various angles of teaching and learning toward the online method and its implications for the field of Visual Arts. Among the aspects discussed are social isolation, limited feedback, focus on theory rather on practice, lack of flexibility, and lack of transformational power. In general, online learning can only serve as a supporting method to the field of Visual Arts that focuses on the construction of practical skills, where conventional learning method which is characterized by practice-based learning is more appropriate and effective. Design/methodology/approach: Review approach. Findings: The best practices for online learning courses are still evolving and are much more difficult to implement especially in terms of learning methods that would be suitable and effective for all areas. Direct training, standard methods, approaches and processes through practice-based are the best practices and are much more established, well understood and more effective for teaching and learning in Visual Arts. Practical implications: Developing a truly effective online learning course requires time, money, and a huge amount of expertise. Good online learning courses involve multimedia, specialized web development, technical support, and strong user interaction design. If done incorrectly, it will disrupt and negatively impact the learning process because of the lack of time concentrations and space limitations. Originality/value: This paper is original. Paper type: This paper can be categorized as a viewpoin

Adoption of Wxmaxima software in the classroom: effect on students' motivation and learning of mathematics

This study investigates the effect of usage of an open-source software, WxMaxima, on students’ achievement in calculus scores and their motivation towards learning mathematics using the software. The study involved of 62 secondary school students (32 in the treatment group, 30 in the control group) in a Malaysian school. ANCOVA analysis showed that that the group with access to WxMaxima achieved significantly better test scores as compared with the group which followed the traditional teaching method. Students in the treatment group were also better motivated towards learning mathematics; they were more attentive and showed more confidence in learning calculus. However, there was no significant difference in terms of ‘satisfaction’ in learning mathematics between the two groups. The results from this study suggest that the integration of computer technology in the teaching and learning of calculus and of mathematics in general was generally beneficial

Integration of autograph technology for learning algebra

Numerous studies have shown the positive impact of integrating technological tool in the teaching and learning process of mathematics in the classroom. The teaching and learning of algebra utilizing dynamic softwares have been explicitly indicated in the Malaysian secondary school Mathematics syllabus (Ministry of Education, Malaysia, 2004). Teachers were recommended to utilize technological software and one such dynamic software just introduced in the Malaysian schools is the Autograph software. In this study, the effects of integrating the Autograph with computer algebraic system in teaching were explored. Specifically, the effects on mathematical performance in secondary mathematics and measures of mental load based on the cognitive load theory were investigated. The mean overall test performance for the Autograph group was 10.72 (SD = 3.47) and the mean overall test performance for conventional group was 13.03 (SD = 3.65). The independent ttest showed that there was a significant difference in mean test performance between the Autograph group and conventional group. Further, planned comparison test showed that mean overall test performance of Autograph group was significantly lower from those of the conventional group. This finding indicated that the conventional strategy group had performed better than the Autograph group. Findings in favor of the conventional strategy in teaching Quadratic Function implied several limitations and considerations that need to be further examined. Several factors that may lead to these findings are time constraints, lack of focus on the students’ part during the teaching and learning activity, teachers’ factor, and improved learning module for the students. In addition, these findings provide evidences of limited and deficient use of the technology, specifically in the teaching of mathematics at the secondary level

Instructional efficiency of utilization of autograph technology Vs handheld graphing calculator for learning algebra.

Learning mathematics is a major focus of educational institution at all levels. There is plenty of evidence that teaching secondary or college level mathematics with dynamic software can be effective, more efficient and above all it creates more enjoyable teaching and learning environment. Conceptually and pedagogically, technology assisted learning has provided positive impact on mathematical learning. Technology assisted approach helps move mathematic teaching and learning out of its “stand and deliver” mode to active group learning developing individuals’ potential as effective problem solvers and critical thinkers. The new technologies such as computers or calculators might affect the education system hence if used strategically the technologies provide learners the power of controlling what they are learning. This study aimed to investigate the instructional efficiency index of an interactive software Autograph and a hand held graphing calculator in comparison to the conventional way for teaching algebra. The Autograph has 2D and 3D graphing capabilities for topics such as functions, transformations, conic sections, vectors, slopes and derivatives. On the other hand, graphing calculator is a handy device that can be use for teaching mathematics which is able to create geometric figures, graph functions, inequalities or transformations of functions. The Paas Mental Effort Rating Scale developed by Paas and Merrienboer, 2004 were used to measure instructional efficiency of the three teaching modes utilized in the study. Hence a true experimental research design was used for this study with students selected at random to be assign to three groups. Four phases were conducted: 1)Introduction to Software, 2)Introduction to quadratic Functions, 3)Integrated teaching and learning using software, 4) Testing using Achievement Test and the Paas Mental Effort Rating Scale. The data were analyzed using ANOVA and post hoc analyses. Teaching and learning utilizing the graphing calculator was found to be instructionally efficient significantly, F (2, 98) = 11.1, p < .000 compared to the conventional and Autograph mode. Conventional strategy incurs low mental effort and high performance compared to used of Autograph. Graphing calculator condition thus far imposed relative low mental effort with high performance. Autograph condition imposes high mental effort with low performance. Each of these technology utilizations with their associated instructional efficiency may be useful for instructional researchers and educators in improving mathematical performance as well as in the utilization of technology in teaching and learning