Effects of Interactive Mathematics Software on Grade-5 Learners’ Performance

Innocente Uwineza, Alphonse Uworwabayeho, Kenya Yokoyama

Abstract


In order to cope with globalisation and the growing world of work, educational systems are challenged to improve the quality of education. The use of technology in education attracts the focus of developing countries aiming at raising their educational status to fit the global scale. Therefore, Rwanda education system is promoting the use of ICT in primary and secondary education as an instructional tool. Interactive Mathematics (IM) software for Rwanda was developed to support the effective implementation of the Competence Based Curriculum (CBC) of mathematics in primary level. Designed as quasi-experimental using control and experimental groups, this study was conducted in urban public and private schools to investigate the effect of IM software on grade-5 learners' performance. Considering IM software as a new technology under piloting phase, this study was grounded in TPACK framework with theories of technology acceptance model. Data collected through pre-test and post-test in form of scores were analysed using SPSS 23.0 to compute the statistical effect of the teaching interventions. From results, IM software descriptively showed a greater performance than the traditional class, based on the effect size of significance and learning gains. Using repeated measures ANOVA through the general linear model, it was found that IM improved learners' performance more in public than private schools, although private schools showed a high-performance level at both pre-and post-test stages. Despite that, males’ performance remained higher than females’ although females descriptively improved in post-test. The study suggests conducting qualitative studies that would bring more information about the features of IM in quality mathematics education. 

https://doi.org/10.26803/ijlter.22.1.10


Keywords


Interactive Mathematics software; grade-5 learners; learners’ performance; experimental group; control group

Full Text:

PDF

References


Akturk, A. O., Ozturk, H. S., Ozturk, S., & Tpack, H. T. (2019). Teachers ’ TPACK Levels and Students ’ Self- efficacy as Predictors of Students ’ Academic Achievement. International Journal of Research in Education and Science. https://files.eric.ed.gov/fulltext/EJ1197990.pdf

Alomary, A., & Woollard, J. (2015). How is Technology Accepted by Users? A review of Technology Acceptance Models and Theories. November, 1–4. https://eprints.soton.ac.uk/382037/1/110-14486008271-4.pdf

Alshammari, F., Saguban, R., Pasay-an, E., Altheban, A., & Al-shammari, L. (2017). Factors affecting the academic performance of student nurses : A cross-sectional study. September. https://doi.org/10.5430/jnep.v8n1p60

Antony, M. K., Paidi, Subali, B., Pradana, S. P., Hapsari, N., & Astuti, F. E. C. (2019). Teacher’s TPACK Profile: The Affect of Teacher Qualification and Teaching Experience. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012054

Basri, W. S., Alandejani, J. A., & Almadani, F. M. (2018). ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities. Education Research International, 2018. https://doi.org/10.1155/2018/1240197

Beri, N., & Sharma, L. (2021). Development of TPACK for Teacher-Educators : A Technological Pedagogical Content Knowledge Scale. Linguistics and Culture Review, 5(June), 1397–1418. https://lingcure.org/index.php/journal/article/view/1646/469

Bos, B. (2011). Professional development for elementary teachers using TPACK. Contemporary Issues in Technology and Teacher Education, 11(2), 167–183. http://www.citejournal.org/vol11/iss2/mathematics/article1.cfm

Chenoby, H. (2014). The role of ICT in student engagement in learning mathematics in a preparatory university program (Issue February) [Victoria Univeristy]. https://vuir.vu.edu.au/25852/1/Helen%20Chenoby.pdf

Cresswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Appoaches. In Sage Publications (4th editio). Sage Publications. https://doi.org/10.1063/1.1150549

Dafid Slamet, S., Riawan Yudi, P., & Sugiman. (2021). The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students. European Journal of Educational Reasearch, 10(1), 509–523. https://doi.org/10.12973/eu-jer.10.1.509

De Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education? Computers and Education, 75, 173–184. https://doi.org/10.1016/j.compedu.2014.02.012

Delen, E., & Bulut, O. (2011). The relationship between students’ exposure to technology and their achievement in science and math. Turkish Online Journal of Educational Technology, 10(3), 311–317. Available: https://files.eric.ed.gov/fulltext/EJ945004.pdf

Dev, M. (2016). Factors Affecting the Academic Achievement : A Study of Elementary School Students of NCR Delhi , India. 7(4), 70–74. Available: https://files.eric.ed.gov/fulltext/EJ1092343.pdf

Drigas, A. S., & Papanastasiou, G. (2014). Interactive White Boards in Preschool and Primary Education. International Journal of Online Engineering, 10(4), 46–51. https://doi.org/10.3991/ijoe.v10i4.3754

Eastman, J. K., Iyer, R., & Eastman, K. L. (2009). Interactive Technology in the Classroom: An Exploratory Look at Its Use and Effectiveness. Contemporary Issues in Education Research, 2(3), 31–38. https://doi.org/10.1080/19338244.2017.1289890

Gachinu, J. T. (2014). Influence of Ict Integration on Performance in Mathematics in Public Secondary Schools in Embu. 47.

Gronmo, L. S., Lindquist, M., Arora, A., & Mullis, I. V. S. (2016). TIMMS 2015 Mathematics Framework. TIMSS 2015 International Results in Mathematics, 11–27.

Habineza, F. (2018). Levels of Secondary School Students’ Attitudes and Anxiety Towards Mathematics in Musanze District in Rwanda: An Exploratory Study. International Journal of Social Sciences, 7(3), 345-349. Available: https://ijsser.org/2018files/ijsser_03__450.pdf

House, J. D. (2007). Elementary-School Mathematics Instruction and Achievement of Fourth-Grade Students in Japan: Findings from the TIMSS 2007 Assessment. Education, 130(2), 301–308.

Jena, P. C. (2013). Effect of smart classroom learning environment on academic achievement of rural high achievers and low achievers in science. International Letters of Social and Humanistic Sciences, 3, 1–9. https://doi.org/10.18052/www.scipress.com/ilshs.3.1

Khun-inkeeree, H. (2016). The Mathematics Performance of Primary School Students ’ in Southern Thailand. June 2017. https://doi.org/10.6007/IJARPED/v5-i3/2208

Lee, Y., Kozar, K. A., & Larsen, K. R. T. (2003). The Technology Acceptance Model : Past , Present , and Future. 12(December). https://doi.org/10.17705/1CAIS.01250

Maniraho, F., & Christiansen, I. M. (2015). Rwandan g rade 6 mathematics teachers ’ knowledge. 3(1), 66–76.

MINEDUC. (2018). Republic of Rwanda Ministry of Education Education Sector Strategic Plan 2018/19 to 2023/24. Education Sector Strategic Plan, 32–128.

Momani, A. M. (2020). The Unified Theory of Acceptance and Use of Technology : July. https://doi.org/10.4018/IJSKD.2020070105

Msafiri, L. (2017). Strategies for motivating teachers in Tanzanian Rural Public

Ordinary Secondary Schools: A case of Ushetu council in Kahama District. Unpublished Thesis. Arts in Education. The University of Dodoma, Tanzania.

Ndihokubwayo, K., & Habiyaremye, H. T. (2018). Why did Rwanda shift from knowledge to competence-based curriculum? Syllabuses and textbooks point of view. African Research Review, 12(3), 56–65. https://doi.org/10.4314/afrrev.v12i3.4

Nizeyimana, G., Nzabalirwa, W., Mukingambeho, D., & Nkiliye, I. (2021). Hindrances to Quality of Basic Education in Rwanda. 5(1), 53–67.

Nyirahabimana, A., Twagilimana, I. (2019). Instructional Resources and Learners' Academic Performance: A case study of Boarding Schools in Muhanga District, Rwanda. IJSSHE-International Journal of Social Sciences, Humanities and Education, 3(3). https://core.ac.uk/download/pdf/228734598.pdf

Omoso, E., & Odindo, F. (2020). TPACK in Teacher Education: Using Pre-Service Teachers’ Self-Reported TPACK To Improve Pedagogic Practice. International Journal of Education and Research, 8(5), 125–138.

Orodho, A., Nzabarirwa, W., Odundo, P., Waweru, P. N., & Ndayambaje, I. (2016). Quantitative and Qualitative Research Methods. A Step by Step Guide to Scholarly Excellence (1st Ed.) Kanezja Publishers & Entreprises.

Papanastasiou, G. P. (2016). Interactive White Boards in preschool and primary education Interactive White Boards in Preschool and Primary Education. January, 46–51. https://doi.org/10.3991/ijoe.v10i4.3754

REB. (2015). Mathematics Syllabus for Upper Primary P4-P6. Rwanda Basic Education Board.

Purwoko, R. Y., Nugraheni, P., & Instanti, D. (2019). Implementation of Pedagogical Content Knowledge Model in Mathematics Learning for High School. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012079

Rutz, E., Eckart, R., E. Wade, J., Maltbie, C., Rafter, C., & Elkins, V. (2003). Student performance and acceptance of instructional technology: Comparing technology?enhanced and traditional instruction for a course in statics. Journal of Engineering Education, 92(2), 133-140. https://doi.org/10.1002/j.2168-9830.2003.tb00751.x

Soler-Costa, R., Moreno-Guerrero, A.-J., López-Belmonte, J., & Marín-Marín, J.-A. (2021). Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science. https://doi.org/10.3390/su13031481

Sri, Y., & Mardhiyah, A. A. (2019). Implementation Of Pedagogical Content Knowledge Model In Mathematics Learning For Implementation Of Pedagogical Content Knowledge Model In Mathematics Learning For High School. https://doi.org/10.1088/1742-6596/1254/1/012079

Umuhoza, C., & Uworwabayeho, A. (2021). Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools. African Journal of Teacher Education, 10(2), 1–16. ttps://doi.org/10.21083/ajote.v10i2.6659

Uwineza, I., Rubagiza, J., Hakizimana, T., & Uwamahoro, J. (2018). Gender attitudes and perceptions towards mathematics performance and enrolment in Rwandan secondary schools. Rwandan Journal of Education -, 4(2), 44–56. Available: shorturl.at/cqCKR

Uworwabayeho, A. (2009). Teachers’ innovative change within countrywide reform: A case study in Rwanda. Journal of Mathematics Teacher Education, 12(5), 315–324. https://doi.org/10.1007/s10857-009-9124-1

Yang, X. (2015). The effects of nine-week summer vacation: Losses in mathematics and gains in reading. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1339–1413. https://doi.org/10.12973/eurasia.2015.1393a


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493