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Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance

Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance

Rex P. Bringula, John Nikko Alvarez, Maron Angelo Evangelista, Richard B. So
Copyright: © 2017 |Volume: 9 |Issue: 1 |Pages: 15
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522512394|DOI: 10.4018/IJMBL.2017010103
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MLA

Bringula, Rex P., et al. "Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance." IJMBL vol.9, no.1 2017: pp.34-48. http://doi.org/10.4018/IJMBL.2017010103

APA

Bringula, R. P., Alvarez, J. N., Evangelista, M. A., & So, R. B. (2017). Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance. International Journal of Mobile and Blended Learning (IJMBL), 9(1), 34-48. http://doi.org/10.4018/IJMBL.2017010103

Chicago

Bringula, Rex P., et al. "Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics Performance," International Journal of Mobile and Blended Learning (IJMBL) 9, no.1: 34-48. http://doi.org/10.4018/IJMBL.2017010103

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Abstract

This study attempted to determine the effects on mathematics performance of learner-interface interaction with mobile-assisted learning in mathematics. It also determined the relationship between these interactions and students' mathematics performance. It revealed that students solved more complex problems as they went through the intervention period, and that they solved more than 50% of the problems correctly. Participants had little prior knowledge of linear equations. However, after the intervention period, students achieved a normalized class learning gain of 41%, which was higher than the 30% minimum. Testing of difference between means confirmed that the difference between posttest and pretest scores was significant. Most of the skill sets were correlated with time used in solving linear equations. Moreover, identifying equivalent mathematical expressions required all three forms of learner-interaction, for students to become familiar with this skill. Recommendations future studies are presented.

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