Abstract
One of the methods used in Design and Development Research (DDR) is the Fuzzy Delphi Method (FDM). It is a systematic method for the development and validation of the model. This article aims to use this method to validate a Fun-Driven Mobile Learning (FDML) Model for Teaching Arithmetic. In phase 1 of design and development research, based on the opinion of teachers as subject matter experts, the need to develop the FDML model was justified. In phase 2, the model developed, comprised of thirty-two teaching activities grouped into four clusters. This article presents results on suitability and overall usefulness of the model components derived from the collective opinion of the 15 experts involved in Phase 3 of the study. The data analysis was conducted through the fuzzy Delphi method using a 7-point Likert scale. The outcome indicates a consensus of 93.4 percent of experts at a threshold value of ≤0.02. The suggested components of the FDML model include an integral planning reference for the application of the model and provided alternative validation procedures for model developers in mathematics education and educational technology.
Highlights
Improvement in educational technology has been identified by the Kingdom of Saudi Arabia as the most important area that the country needs to catch up with the most advanced countries in education (Alqarni, 2015)
This study aims to validate the Fun-Driven Mobile Learning (FDML) model for the teaching of mathematics at the elementary school level
The total threshold value was greater than 75% as the minimum threshold value implying that the experts reached the required consensus on their views for all the questionnaire items of the survey evaluation questionnaire employed to evaluate the FDML model for the teaching of arithmetic at the elementary school level under the Saudi system of education
Summary
Improvement in educational technology has been identified by the Kingdom of Saudi Arabia as the most important area that the country needs to catch up with the most advanced countries in education (Alqarni, 2015). Despite the Kingdom’s seemingly early identification of the significance of educational technology in ensuring that its citizens enjoy the best education products any country can offer, there have not been notable improvements (especially at the lower education level in mathematics and science-related subjects) when compared with more developed countries (Alghamdi, 2018; Abouelnaga et al, 2019). A few studies (Alzahrani, 2017; Mansour, Alabdulaziz & Higgins, 2017) showed that the performance of pupils in mathematics is consistently poor and discouraging especially at the elementary level. Traditional mathematics instruction has been based on certain procedures, doing exactly what mathematic teachers want their pupils to do i.e., memorizing logarithms as well as finding the correct answers (Yelland, 2015)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Malaysian Journal of Social Sciences and Humanities (MJSSH)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
