Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy
Sirak Tsegaye Yimer 1 *
More Detail
1 Ambo University, College of Natural and Computational Sciences, Mathematics Department, Ambo, Oromia, ETHIOPIA
* Corresponding Author

Abstract

The purpose of the study was to explore whether learners’ conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technology-based learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw co-operative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners’ interests and positive attitudes towards calculus.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8705

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 12, Article No: em1903

Publication date: 14 Oct 2020

Article Views: 532

Article Downloads: 349

Open Access References How to cite this article