Trade Students' Perceptions Regarding Using Mathematical Applications on Mobile Devices for Learning Essential Mathematical Concepts

Autor/in	Thalmann, Ken
Titel	Trade Students' Perceptions Regarding Using Mathematical Applications on Mobile Devices for Learning Essential Mathematical Concepts
Quelle	(2022), (202 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0666-5
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; Vocational Education; Student Attitudes; Mathematical Applications; Handheld Devices; Educational Technology; Computer Software; Supplementary Education; Fractions; Arithmetic; Usability; Andragogy; Experiential Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; Ausbildung; Berufsbildung; Schülerverhalten; Angewandte Mathematik; Innermathematische Anwendung; Unterrichtsmedien; Ergänzungsunterricht; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Andragogics; Andragogik; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Mobile devices, and their applications, are becoming common-place around the world, and especially with adult-age college students in the United States. At the same time, community college students who are interested in becoming members of the trade workforce, such as auto mechanics, are continuing to need to learn basic mathematic concepts such as addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, and signed numbers. This study attempts to determine how adult trade students perceive two different mathematics applications for mobile devices, Khan Academy and GeoGebra, for supplementing classroom instruction. Specifically, the students used the applications' fractional arithmetic sections. The qualitative research involved seven trade study students using the two different applications. Through two interviews, the researcher queried the students to gain insight into the students' perceptions regarding the two applications. The three main areas of focus were the applications' learning value, usability (ease of use), and engagement quality. Andragogy, situational cognition, experiential learning, and learning with technology were used as the theoretical framework for the study. Results from the study indicate the students had a strong preference for Khan Academy over GeoGebra for learning value and usability but not as strong for engagement quality. While the students liked GeoGebra's interactiveness, the lack of clear organization, instructions, and guidance regarding its operations led to students' confusion and general lack of enthusiasm for the application. On the other hand, the findings show the students preferred Khan Academy because it contained very clear organization, instructions and guidance, video and audio lectures on the arithmetic processes, as well as practice problems and practice tests. The research has emphasized the importance of the usability of it, or the ability to keep it simple to use, easy to understand, and providing good instructional support seems to be the most important aspect of the applications. The mobility of it, that is, the ability use it anytime/anywhere is preferred. The flexibility of it, or the ability to tailor it to the user's needs, is important. The ability to practice, review, and receive feedback is also important. Interactiveness did not seem to play as important a role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01