An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1

Vilchez, Manuel

doi:10.25148/etd.fidc000265

Cited by 1 publication

(6 citation statements)

References 88 publications

(119 reference statements)

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“…Some authors have reported that twitter can be a great adjunct to the learning process when applied to educational content. This is because it is an unconventional tool, and has the potential to pique the interest of students (Buzzelli et al, 2019;Vilchez, 2016). In addition, students and teachers can communicate via Twitter almost instantly by writing their thoughts, questions, or answers using messages composed of 280 characters or less (Dunlap & Lowenthal, 2009;Vilchez, 2016).…”

Section: Twitter As An Instructional Toolmentioning

confidence: 99%

“…This is because it is an unconventional tool, and has the potential to pique the interest of students (Buzzelli et al, 2019;Vilchez, 2016). In addition, students and teachers can communicate via Twitter almost instantly by writing their thoughts, questions, or answers using messages composed of 280 characters or less (Dunlap & Lowenthal, 2009;Vilchez, 2016). Furthermore, Twitter offers opportunity for Studyers to conduct academic studies in multiple fields.…”

Section: Twitter As An Instructional Toolmentioning

confidence: 99%

“…According to Alhamadi (2017) "the social media influence on Saudi students is an area that needs to be studied because the field of educational technology in the KSA is lacking such studies" (p. 29). After reviewing the literature, I have found that there were a few studies that investigated the use of Twitter in high school mathematics classes (Gao et al, 2012;Junco et al, 2011;Vilchez, 2016;Vohra, 2016). This seems to be because the use of Twitter in educational settings has mostly been limited to higher education rather than in K-12 settings.…”

Section: Problem Of Statementmentioning

confidence: 99%

“…This seems to be because the use of Twitter in educational settings has mostly been limited to higher education rather than in K-12 settings. In addition, most of the literature has used a descriptive approach instead of the experimental approach (Vilchez, 2016). Thus, this present study was primarily intended to fill the gap in the literature related to the use of Twitter in mathematics education in high school.…”

Section: Problem Of Statementmentioning

confidence: 99%

“…It has recently become a common part of daily activities for most people, regardless of their race, religion, nationality, or other demographic characteristics (Yakin & Tinmaz, 2013). In addition, Twitter is one of the most powerful tools for conveying messages, and it influence has been greatly amplified in the recent years (Vilchez, 2016). In Saudi Arabia, 40% of Internet users have Twitter accounts.…”

mentioning

confidence: 99%

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The Effect of Twitter in Academic Achievement and Students’ Motivation toward Mathematics

Alshehri¹

2020

J. educ. psychol. stud.

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The purpose of this quasi-experimental study was to determine the effectiveness of Twitter when used in conjunction with a non-traditional type of educational approach referred to as the “flipped classroom method” upon the academic achievement of 12th grade students and their learning motivation towards mathematics. The study used a quantitative approach, and the sample consisted of 48 students. The study was conducted during a three-week period in two public high schools in Abha, Saudi Arabia. The first hypothesis was that the use of Twitter would improve academic performance in mathematics. The second hypothesis was that learning in a flipped classroom via Twitter would lead to an improvement in math performance but that this improvement within the flipped classroom would differ across gender. The third hypothesis was that learning in a flipped classroom via Twitter would lead to more positive attitudes towards mathematics. The findings did not support the first or the second hypotheses; when used in the context of a flipped classroom approach, Twitter, did not improve academic achievement: F(1, 46) = .49, p = .486. Improvement in academic achievement from pretest to posttest also did not differ across gender; F(1, 44) = .00, p = .963. However, the results did support the third hypothesis; within the flipped classroom, the improvement in motivation was stronger for girls than it was for boys; F(1, 22) = 51.32, p < .001.

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Section: Twitter As An Instructional Toolmentioning

confidence: 99%