The effect of collaborative computer aided learning on problem solving skills in algebra Among Polythecnics Students

Mohd Sazali, Khalid and Alias, Maizam The effect of collaborative computer aided learning on problem solving skills in algebra Among Polythecnics Students. In: 3rd International Conference On Science And Mathematics Education, Penang, 10-12 November 2009.

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Abstract

Algebra is the foundation of many analytical-mathematical problem solving tool in technical oriented discipline. Algebra however, is not well understood by many technical students especially those who are at the foundation level of engineering programme. The purpose of this study was to determine if collaborative computer aided learning can improve problem solving skills in algebra among engineering students in polytechnic certificate programmes. A quasi-experimental design with four intact groups of students was used in the study. Scores obtained on algebra problems after using either one of the following method were compared, the collaborative computer aided learning method (CDiCL method), the collaborative learning (CL) method, the computer aided learning method (CD method) and the conventional method. The Student Team Assessment Division method of collaborative learning was used by the collaborative learning group and the CDiCL group. A specifically designed algebra courseware developed using Hermann Brain Dominance principles were used by the CD and the CDiCL group. Interactions during teaching and learning were also observed. Analysis of variance was used to test equality of means obtained on the algebra test. The descriptive statistical analysis results show that the CDiCL group obtained the highest gain score ( X =6.40),followed by the CD group ( X =6.08), the conventional group X =3.71) and the CL group ( X =1.91). Results of the analysis using Welch test indicate that the differences between means is statistically significant (F=4.551, dfl=3, <#2=58.06, p=0.01). A post hoc test indicates that the mean score of the CDiCL group is statistically significantly different from the CL group only. The CDiCL group also perceived themselves to be more effective (X =2.94, s=0.54), more participative (X =4.03, s=l .4) and more prepared ( X =4.14, s=l .54) compared to the other groups. In conclusion, the CDiCL group although no better than the conventional group in terms of inducing algebra learning appears to be providing a more conducive learning experience indicated by students' perception of their learning experience.

Item Type:Conference or Workshop Item (Paper)
Subjects:Q Science > QA Mathematics > QA150 Algebra
Divisions:Faculty of Technical Education > Department of Professional Education
ID Code:1950
Deposited By:Ahmad Faisal Ishak
Deposited On:05 Oct 2011 09:43
Last Modified:05 Oct 2011 09:43

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