Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

Autor/in	Aunzo, Rodulfo T., Jr.
Titel	Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 36 (2017) 4, S.317-337 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Handheld Devices; Written Language; Telecommunications; Mathematics Instruction; Student Attitudes; Foreign Countries; Technology Integration; Influence of Technology; Statistical Analysis; Student Behavior; Student Surveys; Questionnaires; Undergraduate Students; Mathematics Anxiety; Technology Uses in Education; Asynchronous Communication; Philippines + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Telekommunikationstechnik; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Ausland; Statistische Analyse; Student behaviour; Schülerbefragung; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Philippinen
Abstract	A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study "on students' perception before the integration and the students' attitude after the integration of text messaging inside the classroom during the mathematics teaching-learning process was conducted. With 35-sample accountancy students at University of San Carlos, preliminary survey showed: 1) all of them have their own cellphone; 2) twenty-four out of 35 (68.57%) have airtime load everyday; and 3) all of them haven't experienced the integration of text-messaging in their teaching-learning process. Additionally, the students: 1) have a "positive attitude" towards mathematics; 2) "agreed" if the integration of text-messaging will be implemented; 3) "still agreed" after the implementation; and 4) evaluated the integration as "effective". Furthermore, there is: 1) "no significant difference" between the before and after responses of the students on integration; 2) a "significant relationship" between the students' attitude towards mathematics and the students' perception on integration; 3) "no significant relationship" between the students' attitude towards mathematics and the students' attitude on integration; and 4) no significant relationship between the students' assessment on the effectiveness indicator of the integration and the students' attitude on integration. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01