63474407

School, Mathematics

MASTER RESEARCH PROPOSAL Prepared by Yeo Lian Ming 1 . Title: Mathematics Web-Based Learning For Malaysian Secondary Colleges In Angles 2 . Part 1 Introduction Background In the Problem Learning of geometry is officially introduced inside the Malaysian principal mathematics program.

The emphasis in geometry increases as students improvement to secondary education, wherever about fourty percent from the sixty matters in the five-year secondary math curriculum contains geometry articles (Malaysian Ministry of Education, 1998).

It can be paramount that students at the beginning level of second education are provided with rational reasoning expertise to build on subsequently more rigorous encounters of formal geometry. The Curriculum and Evaluation Requirements for College Mathematics (NCTM, 2000), and other important literature in the area of math concepts education call for emphasis in geometry at all levels. Geometry is a unifying theme towards the entire math concepts curriculum and therefore is a abundant source of visualization for arithmetical, algebraic, and statistical ideas.

For example , geometric regions and shapes are helpful for expansion work with the meaning of fractional numbers, comparable fractions, buying of jeu, and computer of domaine (Sanders, 98, p. 20). However , geometric concepts in many cases are neglected in elementary and middle level schools in favour of teaching computational skills ( Huetinck & Munshin, 2005, Noraini Idris, 2006 ).

Various causes related to statistical system itself, curricular elements, instructional practice, and intellectual development have already been proposed to clarify students’ the difficulties with angles. In many Malaysian schools, the teaching and learning of mathematics has become reported to get too instructor centred and that the students are not given enough opportunities to develop their own thinking (Malaysian Ministry of Education, 2001). This case invariably leads to students becoming passive receivers of information, which many cases tend not to results in conceptual understanding.

A large number of students are not able to comprehend what their math concepts teachers teach especially on the topic of geometry mainly because mathematics content material is trained with the objective of concluding the syllabus and preparing for examinations. Little regard has to just how well the students understand geometrical concepts. Within the topic of geometry, pupils encounter difficulties in making use of what they include learnt due to spatial failure and visualization problems. In secondary university, mathematics teacher’s biggest obstacle is to find a way how to get students’ interest to master geometry.

Through web-based learning, teacher will give students a brand new and exciting way to find out and practice mathematics where and when it is well suited for them. The use of computers in education can be utilized as a fresh technological support for the visualization of abstract principles through computer-generated virtual representations, allowing for the generation of mental model of the geometrical concepts. Moreover, the use of the World-wide-web as an educational delivery medium has pushed the limits of training design.

It truly is becoming popular for students to join up for courses, access program materials, connect and fill in assignments, and retrieve levels electronically. Classrooms and convention facilities in schools all over the world are web-friendly, with many giving video-conferencing or full virtual classroom establishments. But the actual question is this: does web-technology help or perhaps hinder learning? The best answer seems to be that this depends on the condition. Sometimes it will help. Sometimes it hinders.

On the as well as side, the world wide web has transferred management education ahead by simply enabling quick, easy access to education and information, distributed workspace tools for collaboration, instant connection and messaging, and on-line help. On the negative side, the quality of learning, most of the time, fails to meet up with expectations. Statement Of The Issue Teaching and learning procedure in math concepts particularly inside the topic of geometry can be not an easy task. College students tend to fail in growing an adequate understanding of the ideas, reasoning, and problem solving skills.

The lack of understanding in learning angles often cause discouragement among the students, which will invariably will certainly leads to poor performance in public places examination. A number of factors have been put forward to explain why learning geometry can be difficult because of geometry vocabulary, visualization capabilities, and ineffective instruction. Poor reasoning expertise are also one more area of concern amongst secondary institution students. Lots of people are unable to remove necessary info from offered data and more are unable to translate answers and make conclusions.

Traditional techniques in learning angles emphasized even more on how much the students recall and less about how well the students can perform the process of problem solving that includes higher order numerical thinking skills and reasoning. Thus learning becomes pressured and makes anxiety among students and seldom gives satisfaction for the students. Aims Of The Analyze This research will explore the ICT ability like the web-based training objects while learning visible aids for the educating and learning process in Geometry.

This kind of skill is going to enhance the teaching and learning process in delivering the topics in Geometry. The analysis will addresses some of the major issues that should be included in the curriculum design method to develop a more interesting learning experience that truly engages the students via a intellectual perspective, whilst encouraging or perhaps fostering a greater accomplishment in the student’s learning development specially the visualization ability and problem solver skills.

Scope Of The Study This examine focuses on the curriculum design of web-based instructional objects pertaining to the teaching-learning process that requires hands-on ability with emphasis on experiential style. From the experiential perspective, the goal is always to provide an option or event that will engage or involve the student inside the active process of learning. Experiential web-based learning can occur if the following circumstances are fulfilled during the design and style phase: a )the appropriate level of cognitive and/or efficient domain is definitely reached, causing the student to accomplish much more than simply receive the learning or expertise, ( m )the romantic relationship between the type of knowledge determines an implied level of college student involvement, ( c )the outcomes are evaluated with respect to the domain (cognitive and/or affective) in terms of the kind of knowledge. Once these steps are included during the design and style process, rather than as a great afterthought, web based learning can become richer, and offer the student an authentic learning event.

Significance With the Study In designing instructional objects, emphasis should be added to designs that are conducive to meaningful learning rather than models that aim merely by presentation of objects. This study is going to examine the mixing of technology, content, pedagogy and on the net delivery since it affects trainees learning encounter. The process and model for producing interactive-rich learning environments can be presented to further improve their program development techniques and on-line classroom top quality.. Chapter two Literature Assessment The application of instructional objects in the teaching and learning of mathematics helped the students to know the subject matter more obviously through book presentation, producing the learning of mathematics interesting and fun as well as simpler to understand (Clarke, Gronn, 2004). The wise use of web-based technology will help break the boundaries between classroom and workplace, between theory and practice, and between the jobs of instructor and student.

A second technology approach cautiously designed and extended, can cause many win-win solutions that could promote significant action-based learning that combines the best in technical and soft expertise education in both class room and place of work settings (Morgan, G., Adams, J., 2009). However , there were a significant connection effect between delivery model and previous web encounter. This indicates that for some students, certain delivery models might be more ffective for web-affiliated environments (Ahern, T., Martindale, T., 2001). The effects of the new study showed that the learners who employed the hybrid web based learning model exhibited a better understanding of the necessary principles and could actually apply their very own learning activities to real life contexts a lot better than the students who were exposed to the traditional instructing method simply (Naidoo, And., Naidoo, L., 2006).

With the current physiques of study and know-how on expansion both of the learner, and the instructor, there is also a need right now more than ever to re-examine and develop a fresh model to get instructional design and style. It may be necessary then, to abandon, or simply significantly change, the traditional instructional design models that were grounded in behavioral terms in support of a model that is certainly more experiential (Kolb, 1984). 4. Section 3 Exploration Methodology Analysis Design, Method

Through the use of courses that can be downloaded from the internet just like Moodle a Source Study course Management System (CMS), an active course materials containing on the net activities including self checks, animations, and simulations around the topics in geometry can be produced to develop an e-learning websites to encourage self-learning and capability to seek for know-how from various sources. Place improve learning and are frequently more enjoyable, flexible learning as well as meaningful for individuals. Operational Structure

This examine will choose quasi-experimental style which includes two sets of students. One particular treatment group will go through the lessons of geometry employing web-based learning while the different control group will be trained by traditional approach. I will conduct selection interviews, surveys and questionnaires to have empirical information on this exploration. Please refer to the fastened Gantt graph and or chart. Assumptions, Limitations This examine will only make use of one training module permitted Geometry because the treatment period, and an expanded examine should involve the entire Mathematics subject.

There are many other delivery models to examine in terms of performance for web-affiliated learning. Research should be carried out using these kinds of models in combination. It would also be interesting to examine participant parameters (age, gender, prior encounter, etc . ) and the effectiveness of various delivery models. Research Planning, Schedule Preparation Period: Study this content of angles. A literature review of the web-based learning by earlier research endeavours will be done to finish and narrow down the orientation I will have for the following steps of my study.

Analysis Stage: Observe several students to spot problems in teaching-learning the main topic of geometry and analyze the types of instructional object activities inside the web-based learning. Design Phase: Select a couple of subtopics of geometry while the research focus on. Employ experiential model to create interactive study course materials pertaining to geometry which containing on-line activities by making use of Moodle a Source Course Management System. Program Phase: Test the instructional objects on the sample group to gather data in terms of web-based learning quality, analyze the effects and attract conclusions.

Analysis Phase: Refining and enhancing the fun course material of geometry in the web-based learning. 5. Section 4 Expected Findings and Summary The rapid expansion of web-based learning requires examining it is effectiveness since instruction much more than simply presenting information. Teaching requires an integrated fit that considers the content, the current state of the pupil and the delivery model to succeed.

The most important long lasting outcome of web-based learning may be the students’s increased functions to learn more quickly and successfully in the future, equally because of the know-how and skill they have bought and because they have mastered learning processes. That implies that a significant role in teaching is always to create powerful learners. In conclusion, I hope the students can easily apply all their knowledge of geometry to solve the mathematical complications as well as each day problems that they face in everyday life through this web-based learning.