Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation. They are then expected to solicit the results obtained to sketch the graph. Nevertheless, the students face great difficulties in achieving this goal; and fail to relate the results obtained in the analysis and their representation in a graph. Their performance is thus negatively affected eventually. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph Sketching
With the introduction of the internet and the World Wide Web, the process of globalization has gained traction rapidly. Supporting this process are the three engines of globalization namely technic, economics and politics. Now in the era of Industrial Revolutions 4.0 (IR4), humans are more mobile, fully utilizing the technology brought about by IR4, especially cloud computing, big data and the internet of things. All of these have changed the way we live our lives. For the institutions of higher learning, they must be able to adapt to these new technologies to ensure they can produce graduates who can fit into the fastmoving globalizing world. One of the ways is to make teaching and learning mobile by using existing social media as one of the platforms to enable students to learn wherever and whenever they want. This paper studies the students' perception on the use of Twitter for learning in blended learning courses. The study is based on quantitative method, using an online questionnaire as the main instrument to gather the students' responses. The study found that the students have a positive perception on the use of Twitter as part of the learning process in blended learning courses.
Universiti Teknologi MARA (UiTM) encourages lecturers in applying Blended Learning as one of the delivery methods in teaching and learning processes. The university also has introduced 'Week Without Walls', an initiative whereby students will gather online and form study groups to create their own learning methods to study more efficiently with their peers. In this case study, the enhancement of learning process by social media with Instagram for the Plant Propagation Course at the tertiary level in Universiti Teknologi MARA, Sarawak Branch was investigated. The exploratory study used both qualitative and quantitative methods in data collection. Qualitative approach involved in synthesizing the comments of 31 students and evaluated based on the SAMR model and the Bloom's taxonomy of the educational objectives. The quantitative approach used a set of questionnaire with data collected via google form where the link was disseminated via social media platforms to all respondents. The data were analyzed using descriptive statistics. The two segments of SAMR of enhancement and transformation were observed to be adopted by the students in line with Learning Outcomes of the Ministry of Education, Malaysia based on Boom Taxonomy. Although 85% of the respondents used Instagram in their social communication, only 29% strongly agreed and 43% agreed on using Instagram as a teaching/learning tool. The remaining 28% preferred the traditional face-to-face teaching/learning. The highlight of the group that supported using Instagram indicated that it could be freely used everywhere and anytime in preference to replacement classes. In addition, they were able to engage with all the course-mates outside of class more effectively as they could post their thoughts on the topics of other group assignments. The study confirmed the integrating Instagram in the learning strategies were accepted by majority of the students because of the benefits of flexibility and had provided a platform in learning which support the blended learning courses offered by higher education institution.
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