Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

Sirak Tsegaye Yimer,Nosisi Nellie Feza

doi:10.29333/iejme/5936

Abstract

This study examined the influence of the jigsaw co-operative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners’ conceptual knowledge development and attitudinal change towards calculus. The post-positivism quantitative methods approach employed in a non-equivalent pre-and post-test comparison group quasi-experimental design. The samples had drawn using two-stage random sampling techniques. The sample size was 150 in both the experimental and comparison groups. Data were collected by using the calculus classroom achievement test and the five points Likert-scale attitude questionnaire. Data were analyzed using descriptive analysis, an independent-samples t-test and Two-Way ANOVA for repeated measures using SPSS 23.0. The results showed a statistically significant difference between the two groups of pre-post test scores on the Two-Way ANOVA, F(1,148)=106.913; η2=.419 ; p<.01. The finding also implies that the blended learning strategy grounded in Vygotsky’s social constructivism cognitive development learning theory had big practical significance on learners’ conceptual knowledge development. Learners viewed the JCLGS as enjoyable and interesting. It was also a socially interactive and collaborative environment that allows learners’ to be reflective, share prior experience and knowledge and independent learners. It encourages them to have a positive attitude towards calculus and GeoGebra. Because of this finding, mathematics and science educators are advised to model a similar blended learning strategy in a classroom instructional setting. It will benefit their learners to adequately construct conceptual knowledge and positively change their attitude towards mathematics.

Highlights

Anyone who engaged in university teaching/learning is familiar with the fact that as mathematics and science learners enrolled for intermediate calculus in their degree program study
It allowed them to visualize those abstract calculus objects that may not be possible by traditional lecture method which are mostly carried out using a black/whiteboard
Learners’ exposure to such kind of learning strategy informed them to be conscious to know all about other active learning methods and mathematics software packages used for teaching/learning

Summary

Introduction

Anyone who engaged in university teaching/learning is familiar with the fact that as mathematics and science learners enrolled for intermediate calculus in their degree program study. In Ethiopian public universities’ harmonized modular curriculum, this course is offered for undergraduate first-year Mathematics, Physics, Chemistry and Statistics learners. It is a fundamental and very applicable course in science, engineering, technology and some social science disciplines (Othman, Tarmuji, & Hilmi, 2017). In support of this, Boz Yaman (2019) states that calculus learning can be regarded as a starting point where learners’ understanding of real-life problems in areas like science and engineering emerge through mathematics. The goal of any university is, to create a conducive learning environment for learners better learn and to achieve the desired learning outcome

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Discussion

Conclusion