Maths Potential Program: A Case Study of

“A” Maths Potential Program: A Case Study of Mathematical Learning using Technology-based Approach Anisah Abdul Rahman1*, Norhayati Baharun2, Jufiza A. Wahab3, Roslah Arsad4, Wan Noor Hayatie Wan Abdul Aziz5 Faculty of Computer Sciences and Mathematics (FSKM), Universiti Teknologi MARA (Perak) Kampus Tapah, 35400 Tapah Road, Tapah, Perak, Malaysia 1 anisah [email protected] 2 [email protected] 3 [email protected] 4 [email protected] 5 [email protected] * Corresponding Author

Abstract: Since the past two decades, it is evident that technological tools in assisting T&L practices has growth rapidly particularly in Malaysia higher education sector. To date, in the context of teaching mathematics for tertiary level students, it plays important role as most students are equipped with latest technology gadgets such as smart phones and tablets. Thus, it appears that technology-based T&L approach would be of benefits especially for students who are lacking of skills in mathematics. At the UiTM (Perak) in particular, the past records showed that there was an increase in failure rates over time in mathematics subjects. For this reason, a case study was conducted which involved 235 students who enrolled in Calculus 1 (MAT183). An interactive T&L approach has been implemented, that is, both human and technology-based supports (innovative Tablet PC teaching) were used as tools for teaching in November 2013 session. It was conducted throughout the session and hence, a quantitative method was employed via students’ feedback in survey as well as their final examination results. The findings showed that the interactive T&L approach was deemed to be useful for students’ learning of mathematics (more than 90%) and the use of Tablet PC as teaching tool was highly regarded by students (at least two third). Moreover, there was a decline in failure rates particularly on students’ final examination results in November 2013 session (failure rates were recorded less than 25%) compared to the past 4 semesters exam results. Consequently, this indicates that the interactive approach of T&L has been successful in helping students’ understanding and learning of mathematics. Keywords: mathematical learning, students’ outcomes, students’ performances, technological tools

1.

Introduction

Unlike other subjects, mathematics is characteristically a content-rich and context-poor subject frequently perceived as a difficult subject by most students who are trying to “read” rather than understand the concepts of mathematics. As a result, many students rely on rote learning and therefore a number of mathematics students who pass the subjects have failed to understand basic concepts. Furthermore, they lack of confidence in their mathematical ability and this often raises students’ negative beliefs and anxiety and dampers interest in mathematics (Arul et al., 2004). “People are very happy to say they don’t like math,” said Sian L. Beilock, a University of Chicago psychology professor … “No one walks around bragging that they can’t read, but it’s perfectly socially acceptable to say you don’t like math.” (Quoted in Sparks, 2011, p. 1)

The increasing number of students who dislike mathematics due to a lack of mathematical proficiency has led to fewer students enrolling in mathematics as a major subject particularly science and technology field. This is evident in several studies (e.g. Crawford & Schmidt, 2004; Ho, 2010; Tariq, 2008; Thomas, Muchatuta & Wood, 2009) that reveal a crucial stage of declining skills in many disciplines worldwide. This has flagged the need to provide adequate technology-based mathematics support for students’ mathematical learning through not only developing their knowledge and skills but through empowering them to apply these to relevant or real world problems. This is particularly important for teachers of primary and tertiary level students.

Likewise, mathematics lecturers from the Faculty of Computer and Mathematical Sciences at the UiTM (Perak) have revealed their concerns on the deficit of mathematical skills in several diploma programs offered by the university. Moreover, the past records showed that there was an increase in failure rates over time especially in mathematics subjects. For this reason, an interactive T&L approach which employs both human and technology-based supports (innovative Tablet PC teaching) has been implemented for all mathematics subjects in November 2013 session. In particular, Calculus 1 (MAT183) was selected as a subject in this case study as to examine the impact of interactive T&L approach in improving the mathematical learning among diploma students at the UiTM (Perak). Thus, this study aimed to support students’ learning and improve their mathematical skills, as well as to reduce the failure rates in mathematics subjects. 2.

Context

Table 1 had shown the analysis of failure rates in the final examination results for the past 4 semesters in Calculus 1 (MAT183). The failure rates were recorded at the lowest 14% to the highest 30% and it shows an inconsistency of the students’ performances in their final examination on mathematics subject. It has indicated the needs for support on students’ learning of mathematics subject at UiTM (Perak). Due to this scenario, there was an issue raised on the quality of students’ intakes and teaching methods which possibly affects their performances in mathematics subject. With a rapid growth of technology-based teaching and learning practices particularly in Malaysia nowadays, this possibly can provide a better way of learning mathematics. For this reason, a special project known as “A” Maths Potential Program has been conducted throughout a 14-week November 2013 session for all students who enrolled in Calculus 1 (MAT183) subject. Align with the implementation of blended learning approach at UiTM (Perak), this program employs both human and technology-based supports for teaching and learning mathematics, taking into account the following statement made by Baharun and Porter (2009), …there is an issue on the implementation of technology in blended learning relating to how, what, why, and when this technology is appropriately and effectively combined with face-toface or classroom learning – (p. 41)

Table 1 Failure rates for the past 4 semesters of mathematics subjects at UiTM (Perak) Subject Semester MAT037 MAT108 MAT112

MAT123

MAT133

MAT183

MAT199 MAT210

Apr-12 Nov-12 Apr-12 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Apr-12 Nov-12 May-13 Nov-13

Total

% Fail

59 367 192 393 361 125 144 10 85 21 83 79 196 41 77 401 324 350 298 39 63 75 34 101

15.25 5.68 22.92 24.16 24.42 43.48 29.05 0.00 3.53 19.45 1.20 22.04 12.05 3.81 2.60 13.93 29.76 28.06 13.75 35.26 20.63 17.33 38.24 32.67

Subject Semester MAT222

MAT233

MAT249 MAT253 MAT263

MAT283

MAT285

MAT300

Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Apr-12 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Nov-13 Apr-12 Nov-12 May-13 Apr-12 Nov-12 May-13 Nov-13

Total

% Fail

10 132 100 115 212 392 290 201 48 108 299 122 411 204 75 110 162 121 34 133 83 36 7 54 16

20.00 3.48 26.60 10.27 29.63 21.96 21.11 35.86 15.48 10.97 10.91 10.72 8.15 14.42 23.33 22.69 17.30 14.13 23.53 18.05 18.07 8.33 14.29 12.96 6.25

3.

Method

“A” Maths Potential Program is a structured framework which combined both technology support (Tablet PC as a teaching tool) as shown in Fig. 1. The framework of this program is divided into two parts which is formal face-to-face lectures and addition of a compulsory Maths Clinics and Practice Test sessions. The Maths Clinic and Practice Test sessions is specifically designed for weak students. The identification of weak students was based on their performance or grade obtained (Band below) of previous mathematics (pre-requisite) subject enrolled. This group of students was identified in the first week of session and they were asked to attend (attendance is compulsory) all Maths Clinics and Practice Test sessions which were conducted by the lecturers throughout 14-week session.

Fig. 1 A structured framework of the “A” Maths Potential Program

Fig. 2 Calculus 1 (MAT183) Action Plan in November 2013 session

An action plan on Calculus 1 (MAT183) was implemented during week 3 until week 14 in the November 2013 session. As shown in Fig. 2, a total of 3 Maths Clinics and 3 Practice Test (i.e. preparatory) sessions were held each fortnight alternately. Practice Test sessions were conducted a week before their final tests aimed to support and guide the weak students. They were drilled to master the concepts and topics to be assessed in their final tests. Meanwhile, Maths Clinics sessions were attended by all students enrolled in Calculus 1 (MAT183) which included discussions and revisions of difficult topics in the subjects. Throughout these two sessions, special attention was on students who had failed the subject twice in previous semesters. The use of Tablet PC for teaching was fully implemented in both formal face-to-face lectures and “A” Maths Potential Program. Recorded lectures, discussions, and revision of topics were uploaded into the Tablet PC and made accessible to students via the e-learning system known as iLearn. A set of videos was also developed by the lecturers to support students’ understanding and revision of difficult topics covered in Maths Clinics and Practice Tests sessions (sample of video as shown in Fig. 3).

Fig. 3 Sample of revision videos uploaded onto the i-Learn system

Additionally, a survey entitled Best Practice T&L was administered at the end of session in week-14 which involved all students enrolled in Calculus 1 (MAT183) (refer to Appendix 1). The onpaper survey was distributed to students and it was completed in classes. The aims of this survey were to evaluate the effectiveness of the usage of Tablet PC for teaching and how well the “A” Maths Potential Program could support students’ learning of mathematics at UiTM (Perak). All feedback and responses provided by students has been analyzed and reported in the next section of this paper. 4.

Results and Discussion

The effectiveness of the “A” Potential Math Program was evaluated throughout the session via on-paper survey as well as the students’ final examination results. Based on the demographic data provided through the survey showed that 35% (n = 81 students) out of 235 respondents enrolled in Calculus 1 (MAT183). Meanwhile, 96% of them (n = 78 students) anticipated to obtain their final examination grades at least a B- and none of them expected to fail. This indicates that almost all students were confident in completing the subject successfully at the end of session. 4.1

Usefulness of Learning Materials

A variety of teaching and learning materials which combined both human and technologybased supports has been implemented for the students to ensure the teaching and learning process is running smoothly as well as its quality particularly in Calculus 1 (MAT183) has been optimized. Commenced in November 2013 - April 2014 session, an innovative teaching tool via a Tablet PC has been used for all mathematics courses in UiTM (Perak). As shown in Fig. 4, the analysis of the usefulness of learning materials shows that the majority of students (over two thirds) responded: the (1) lectures (using the Tablet PC), (2) handouts/lecture notes, (3) examples discussed in lectures, (4) tests conducted in classes, (5) past tests and final examination papers, (6) Practice Test sessions (LTP), and (7) Maths Clinics sessions (KM) were useful for their learning in that particular subject.

Fig. 4 Percentages of usefulness of learning materials provided in Calculus 1 (MAT183)

Interestingly, Practice Tests and Maths Clinics sessions have been positively perceived by the majority of students (at least 90%) that it helped them in to learn and understand more in Calculus 1 (MAT183). This was supported by the response of students (50% out of 76 responses) suggested that both Practice Tests and Maths Clinics sessions not possibly meant for weak students only but they also had attracted the other students’ interests to get involved. In other words, the slots of both sessions have to be increased. Nevertheless, this recommendation must first be examined for the purpose of its implementation due to a small number of current teaching staff, classrooms availability, and time constraints. The use of Tablet PC as a tool for teaching is currently at the early stage of its implementation and for this reason most lecturers are still searching and trying the best ways to make use of the tool for their teaching in classes as well as the i-Learn system. Accordingly, this teaching innovation has to be enhanced and improved in the upcoming semesters, including the uses of the iLearn system such as the online quizzes, course forum, recorded lectures, revision videos, and other resources. 4.2

Students’ Competence in Topics

The survey also asked the students to state their confidence (perceptions) in terms of their competence in major topics taught in the subject. As shown in Fig. 5, the data showed that the majority of students were moderately confident they can do in all major topics, particularly applications of differentiation (54%), integration (63%), and application of definite integral (66%). In contrast, only a small number (about one third) of students responded that they were confident in those three topics. However, about half of the students were confident in two topics, functions and limits; possibly due to these topics were taught at the beginning of session. This indicates that more attentions and concentrations need to be done particularly in providing support to students such as instructional videos, recorded lectures, revision videos, and Practice Tests/Maths Clinics sessions, specifically in three major topics mentioned above. moderate

can do

Fig. 5 Percentages of students’ competency in major topics in Calculus 1 (MAT183) 4.3

Analysis of Final Examination Results

As shown in Table 2, the statistical analysis of independent t-test showed that the mean marks of students’ final examination results was significantly increased in April 2014 compared to November 2013 session in Calculus 1 (MAT183). In specific, there was an increase of 12.4 marks in Calculus 1 (MAT183) (t559 = 7.620, p < 0.001). Consequently, the failure rate also has significantly dropped to 10.4% in April 2014 as compared to 25.4% in November 2013 session.

Table 2 Analysis of students’ final examination results in Calculus 1 (MAT183)

Average Final Marks (100%) MAT183 MAT233 Nov-13 Apr-14 Nov-13 Apr-14 n 1 = 339 n 2 = 222 n 1 = 189 n 2 = 293 56.22

68.59

p < 0.001 (t559 = 7.620)

54.03

61.12

p < 0.001 (t337.74 = 4.446)

% Failures (Final marks < 50%) 25.4 10.4 29.6 14.3 p < 0.001 (z = 4.39)

p < 0.001 (z = 4.07)

As shown in Fig. 6, it revealed that the students’ achievement on the highest grades (A +, A, and A-) of the final examination in Calculus 1 (MAT183) has significantly increased in April 2014 session. The percentage increase was recorded at 24.5% in April 2014 compared to November 2013 session (z = 6.26, p < 0.001) in Calculus 1 (MAT183).

Note: High Distinction = A+, A, ACredit/Pass = C+, C

Distinction = B+, B, BFail = C-, D+, D, E, F

Fig. 6 Analysis of students’ final examination grades in Calculus 1 (MAT183)

4.4

Comparison of the Past Final Examination Results

An analysis of the overall final examination results for the past 3 semesters has been done for all mathematics subjects at the UiTM (Perak). As shown in Fig. 7, it is clearly show that all mathematics subjects have achieved the Academic Performance Indicator which recorded the failure rates below 25% in April 2014 session.

Fig. 7 Overall percentages of failure rates in mathematics subjects at the UiTM (Perak) for the past three semesters In summary, the above results indicated that the “'A” Maths Potential Program has been effectively helped students in learning of mathematics as well as improved their performances in the subject. 5.

Concluding Remarks

This paper has largely focused on the innovation of teaching and learning practices as to improve students’ mathematical learning and reduce the failure rates through the implementation of “A” Math Potential Program. This program was conducted successfully in assisting the mathematical learning process among students at the UiTM (Perak). There are two main components which effectively could improve students’ learning in mathematics subject: (1) human support, and (2) technology-based support. The Tablet PC was used as a tool for teaching in classes and also to develop learning materials to be uploaded onto the i-Learn system. The findings presented in this paper are published at the initial stage of the program implementation (Baharun, 2013a; Baharun 2013b; Baharun, Rahman, Shaffie, & Arsad, 2014), thus it will continues to be aligned with recommendations and suggestions provided by the students and lecturers. For the future work of this program, there is a need of more teaching videos to be created and uploaded onto the i-Learn system so as to support students’ learning and understanding particularly during classes. 6.

Acknowledgements

The authors gratefully acknowledge the important contributions and financial support provided by the Universiti Teknologi MARA (Perak) in the production of this paper.

7.

References

Arul, E., Baharun, N., Hussin, F. & Nasir, A. M. (2004). A study of mathematics anxiety among beginners. Shah Alam, University of Mara Technology (UiTM). Baharun, N. & Porter, A. (2009). Teaching statistics using a blended approach: Integrating technology-based resources. In Same places, different spaces. Proceedings ascilite Auckland 2009. http://www.ascilite.org.au/conferences/auckland09/procs/baharun.pdf Baharun, N. (2013a). Tablet PC technology: An interactive tool for T&L in education Space without Limits. Project presented at the International Exposition of Research and Innovation in Education 2013 (EDU-INERI2013) on 20 – 22 September 2013, UPSI, Tanjong Malim, Malaysia. Baharun, N. (2013b). Innovative Best Practice T&L at Anytime, Anywhere. Project presented at the 3rd National Invention, Innovation & Design (NiiD) UiTM Perak 2013 on 11 – 12 December 2013, UiTM (Perak) Seri Iskandar Campus, Malaysia. Baharun, N., Rahman, A. A., Shaffie, S. S., & Arsad, R. (2014). “A” Maths Potential Program: A technology-based T&L approach. Project presented at the Invention, Innovation, & Design Exposition (IIDEX 2014) on 30 April 2014, DATC UiTM Malaysia. Crawford, M. & Schmidt, K. J. (2004). Lessons learn from a K-12 Project. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition, American Society for Engineering Education. Ho, K. F. (2010). Year 11 Advanced Mathematics: Hearing from Students who Buck the Trend. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle: MERGA. Sparks, S. D. (2011). It's more than just disliking math, according to scholars. Education Week: Researchers Probe Causes of Math Anxiety, Chicago. Tariq, V. N. (2008). Defining the problem: mathematical errors and misconceptions exhibited by firstyear bioscience undergraduates. International Journal of Mathematical Education in Science and Technology, 39(7, 15 October 2008), pp. 889-904. Thomas, J., Muchatuta, M. & Wood, L. (2009). Mathematical sciences in Australia. International Journal of Mathematical Education in Science and Technology, 40(1), pp. 17-26.