An Exploration of Learners’ Attitudes towards Mobile Learning Technology-Based Instruction Module and its Use in Mathematics Education

Merlin John,Muthandwa Chinamhora Sincuba

doi:10.29333/iejme/652

Abstract

The study explored learners’ experiences with the mobile learning technology-based instruction module (MLTBIM) in learning Functions and related concepts. A sample of thirty-nine participants was purposefully drawn from the Grade 10 Mathematics classes in a selected historically disadvantaged rural senior secondary school. Adopting a case study research design, an attitude test was used in the collection of data. Microsoft Excel was used in presenting and analysing the data. The first finding of the study was that most respondents viewed the Mobile Learning Technology-Based application as very useful in the teaching and learning of Functions and related concepts. Secondly, most respondents upheld the view that Mobile Learning Technology-Based Instruction (MLTBI) was an effective method to learn Mathematics. Lastly, most of the respondents advocated that the application used in MLTBI enhanced their conceptual understanding of linear, quadratic and exponential functions. To conclude, the participants were convinced that cell phone devices and the Math4Mobile software were very useful and effective in the teaching and learning of Functions and related concepts regardless of the fact that there were some shortcomings involved.

Highlights

The study explored learners’ experiences with the mobile learning technology-based instruction module (MLTBIM) in learning Functions and related concepts
The results showed improved achievements in the subject of Mathematics, the shortfalls of these projects were that they proved to be costly to most learners from historically-disadvantaged communities since they require data bundles or airtime to be accessed
From Chart 1, Items 1 to 5 show that ± 90 % of the respondents are of the view that Mobile Learning Technology-Based Instruction is a useful method to learn Mathematics

Summary

Introduction

The study explored learners’ experiences with the mobile learning technology-based instruction module (MLTBIM) in learning Functions and related concepts. The first finding of the study was that most respondents viewed the Mobile Learning Technology-Based application as very useful in the teaching and learning of Functions and related concepts. Even though Mathematics, Science and Technology (MST) education has been a national priority in South Africa for several years, the number of learners who pass Grade 12 remains very low (Kriek & Grayson, 2009). These statistics illustrate how learner achievement in mathematics education has become a serious concern. In concurrence, Sweeting (2011), asserts that exploring attitude formation provides valuable knowledge about the factors that contribute to the development of both positive and negative attitudes in learners of Mathematics

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Conclusion