Mathematics mobile learning using Google clasroom
| dc.contributor.author | Likotsi, Motebang Abraham | |
| dc.date.accessioned | 2024-02-02T11:05:19Z | |
| dc.date.available | 2024-02-02T11:05:19Z | |
| dc.date.issued | 2023-07 | |
| dc.description.abstract | For many years, the academic performance of learners in Mathematics has raised concerns in Lesotho. Several factors have contributed to this subpar performance, including the absence of school libraries and insufficient teaching and learning resources, notably textbooks. The demand for rented textbooks through the school supply unit has consistently exceeded availability. This research study aimed to achieve two primary objectives: (a) to investigate the impact of mobile learning on learners' performance in Mathematics, and (b) to examine learners' perceptions of Mathematics mobile learning. Utilising a quasi-experimental design, the study employed purposive sampling to select 70 learners. Two secondary schools were randomly assigned as control and experimental groups. A pre-test was administered to both groups as an initial assessment. Subsequently, the experimental group's teachers and learners received training on how to utilise Google Classroom for the distribution and receipt of various learning resources, including Mathematics tutorial videos, online quizzes, practice questions with solutions, and the facilitation of discussions, all accessible via mobile devices. Following four weeks of intervention, a post-test was administered to both the experimental and control groups. Additionally, the experimental group completed a questionnaire. The analysis employed SPSS version 20 for assessing learners' perceptions, while both independent samples t-tests and paired samples t-tests were employed to analyse the test scores. The study revealed a statistically significant improvement in learners' performance within the experimental group (p-value = 0.000038 at a 0.05 significance level) as a result of mobile learning. Furthermore, the research established that learners held positive perceptions and attitudes towards mobile learning, expressing an intention to continue using Mathematics mobile learning in the future. These findings underscore the importance of stakeholders in exploring the potential of mobile learning to enhance the teaching of secondary Mathematics. | en |
| dc.description.sponsorship | National Manpower Development Secretariat | en |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/1879 | |
| dc.language.iso | en | en |
| dc.publisher | National University of Lesotho | en |
| dc.subject | Mobile learning, mathematics mobile learning, secondary school mathematics, learner performance, perceptions, unified theory of acceptance and use of technology | en |
| dc.title | Mathematics mobile learning using Google clasroom | en |
| dc.title.alternative | Perceptions and effects on performance of Grade 10 learners | en |
| dc.type | Master's Thesis | en |