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All Journal Jurnal Pendidikan Matematika Jurnal Infinity Southeast Asian Mathematics Education Journal Jurnal Infinity
Daniel Asamoah
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Education Mathematics

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Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing? Irfan Japar; Daniel Asamoah; Masitah Shahrill
Jurnal Pendidikan Matematika Vol 16, No 1 (2022)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.16.1.17027.103-120

Abstract

The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centred teaching and learning, especially when the challenges that come with its use are controlled.
The Questioning Techniques of Primary School Mathematics Teachers in their Journey to Incorporate Dialogic Teaching Rosni Othman; Masitah Shahrill; Roslinawati Roslan; Farida Nurhasanah; Nordiana Zakir; Daniel Asamoah
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.198

Abstract

Questioning is one of the critical repertoires in dialogic teaching. Teachers who set dialogic classrooms need to be able to use questioning effectively. Effective questioning techniques by teachers improve teacher-student instructional dialogues in primary school mathematics classrooms. In this study, the questioning practices of three primary school mathematics teachers were analysed in their journey to incorporate dialogic teaching. Data were gathered through lesson observations, video recordings and teacher interviews. The three teachers’ classroom discourses were transcribed verbatim, and teachers’ questions were analysed to find out the types of questions, how the teachers asked the questions and the feedback given to the student’s responses. Findings from this study indicated that the three teachers used effective questioning techniques in ensuring dialogic teaching, with focusing, genuine enquiry, and closed testing questions being the most predominant. The teachers portrayed positive attitudes towards dialogic teaching and shared their comprehensive understanding of the approach.
EFFECTIVENESS OF FLIPPED CLASSROOM MODEL THROUGH MULTIMEDIA TECHNOLOGY IN IMPROVING STUDENTS' PERFORMANCE IN DIRECTED NUMBERS Haji Muhamad Hafizuddin Haji Mohamad Ali; Daniel Asamoah; Masitah Shahrill
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p193-210

Abstract

The recent globalisation and the emergency of COVID-19 require a teaching and learning environment that encourages the use of technology. Through a mixed-method design and an action research approach, this study investigated the effectiveness of a flipped classroom model through multimedia technology in improving students’ performance in directed numbers, given the difficulty and misconceptions of students in this mathematical concept. A total of 30 Year 9 students conveniently sampled from one of the secondary schools in Brunei Darussalam served as participants. The action taken involved a pretest, intervention, posttest, and interviews. The results of the paired sample t-test revealed that students’ performance in directed numbers significantly improved after the flipped classroom intervention. Students had positive perceptions of the flipped classroom model as it encouraged their readiness, participation, and motivation. Challenges such as time constraints and distractions when studying from home were reported. These results imply that amid COVID-19, a flipped classroom through multimedia technology can be an effective and alternative way of teaching and learning directed numbers. It has the potential of encouraging student-centred learning and creativity, which are vital in teaching and learning mathematics.
Exploring students’ perceptions of private mathematics tutoring in three countries Masitah Shahrill; Farida Nurhasanah; Sahar Abbas Ibrahim; Rully Charitas Indra Prahmana; Daniel Asamoah; Haryani Mohammad; Ai Len Gan
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p339-358

Abstract

This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.
EFFECTIVENESS OF FLIPPED CLASSROOM MODEL THROUGH MULTIMEDIA TECHNOLOGY IN IMPROVING STUDENTS' PERFORMANCE IN DIRECTED NUMBERS Haji Muhamad Hafizuddin Haji Mohamad Ali; Daniel Asamoah; Masitah Shahrill
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p193-210

Abstract

The recent globalisation and the emergency of COVID-19 require a teaching and learning environment that encourages the use of technology. Through a mixed-method design and an action research approach, this study investigated the effectiveness of a flipped classroom model through multimedia technology in improving students’ performance in directed numbers, given the difficulty and misconceptions of students in this mathematical concept. A total of 30 Year 9 students conveniently sampled from one of the secondary schools in Brunei Darussalam served as participants. The action taken involved a pretest, intervention, posttest, and interviews. The results of the paired sample t-test revealed that students’ performance in directed numbers significantly improved after the flipped classroom intervention. Students had positive perceptions of the flipped classroom model as it encouraged their readiness, participation, and motivation. Challenges such as time constraints and distractions when studying from home were reported. These results imply that amid COVID-19, a flipped classroom through multimedia technology can be an effective and alternative way of teaching and learning directed numbers. It has the potential of encouraging student-centred learning and creativity, which are vital in teaching and learning mathematics.
Exploring students’ perceptions of private mathematics tutoring in three countries Masitah Shahrill; Farida Nurhasanah; Sahar Abbas Ibrahim; Rully Charitas Indra Prahmana; Daniel Asamoah; Haryani Mohammad; Ai Len Gan
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p339-358

Abstract

This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.
Co-Authors Ai Len Gan Farida Nurhasanah Haji Muhamad Hafizuddin Haji Mohamad Ali Haryani Mohammad Irfan Japar Masitah Shahrill Masitah Shahrill Nordiana Zakir Roslinawati Roslan Rosni Othman Rully Charitas Indra Prahmana Sahar Abbas Ibrahim