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Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance

Author

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  • Rex P. Bringula

    (University of the East, Manila, Philippines)

  • John Nikko Alvarez

    (University of the East, Manila, Philippines)

  • Maron Angelo Evangelista

    (University of the East, Manila, Philippines)

  • Richard B. So

    (University of the East, Manila, Philippines)

Abstract

This study attempted to determine the effects on mathematics performance of learner-interface interaction with mobile-assisted learning in mathematics. It also determined the relationship between these interactions and students' mathematics performance. It revealed that students solved more complex problems as they went through the intervention period, and that they solved more than 50% of the problems correctly. Participants had little prior knowledge of linear equations. However, after the intervention period, students achieved a normalized class learning gain of 41%, which was higher than the 30% minimum. Testing of difference between means confirmed that the difference between posttest and pretest scores was significant. Most of the skill sets were correlated with time used in solving linear equations. Moreover, identifying equivalent mathematical expressions required all three forms of learner-interaction, for students to become familiar with this skill. Recommendations future studies are presented.

Suggested Citation

  • Rex P. Bringula & John Nikko Alvarez & Maron Angelo Evangelista & Richard B. So, 2017. "Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 9(1), pages 34-48, January.
    • Handle: RePEc:igg:jmbl00:v:9:y:2017:i:1:p:34-48
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