Abstract
The main focus of the study was to identify the the effects of the ACE teaching cycle approach on students’ engagement in learning of Elementary Linear Algebra. The Elementary Linear Algebra course was delivered at the Mathematics Education Study Program of State University of Padang, Indonesia. An action research methodology was adopted for the study and the constructivist theory was used as a theoretical framework. This study used mixed methods to collect, describe, and interpret the data. The data were collected through focus group discussion, classroom observations, and questionnaire. The participants in this study consisted of 37 students enrolled in the Elementary Linear Algebra course during the January-June 2011 semester. The ACE teaching cycle approach that was implemented in this study consisted of three steps. The first step in this cycle was the concept maps activity. This activity encouraged students to prepare for the topics that would be discussed in the class. The next step was classroom discussion which provided a social context in which the students could work together to solve mathematics problems. Finally, exercises were assigned as homework. In this part, students practised solving mathematics problems and wrote reflective journal. Students’ involvement in the ACE teaching cycle approach in the Elementary Linear Algebra course improved their engagement in mathematics learning in the three domains of cognitive engagement, affective engagement and behavioural engagement.
Highlights
The purpose of this research was to improve teaching and learning mathematics in higher education in Indonesia
Disengagement leads to reducing the variety of knowledge and information that can be achieved by students in their learning
This study investigated the impact of the use of the ACE approach on students’ engagement in learning elementary linear algebra
Summary
The purpose of this research was to improve teaching and learning mathematics in higher education in Indonesia. One of the issues that have been encountered in education in Indonesia are the low level of students’ engagement in learning mathematics (Açıkgül & Şad, 2020, 2021; Casinillo et al, 2020; FuentesCabrera et al, 2020; Mainali, 2021; Mazana et al, 2019; Mulenga & Marbán, 2020; Rohaizati, 2020). Students’ engagement in the teaching and learning process is a significant goal in education (Elmore, 1990). Student disengagement in learning is still a problem in education. Disengagement leads to reducing the variety of knowledge and information that can be achieved by students in their learning. Students who are disengaged in learning limit their capacity to understand their learning experiences (Attard, 2011; Baek, 2019; Cho et al, 2021; Hava et al, 2020; Peker & Ataöv, 2020; Selvanathan et al, 2020; Tsybulsky, 2020)
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