The design and development of a learning strategy to enhance students' engagement in simultaneous equations: An evaluation viewpoint

Abstract

In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.

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Enhancing Student Learning Outcomes: The Interplay of Technology Integration, Pedagogical Approaches, Learner Engagement, and Leadership Support

“…It is a contingent relationship (Ogunyemi et al, 2022). When leadership support is strong, it creates an environment that fosters effective technology integration, promotes teacher professional development, provides necessary resources, and supports teachers in implementing innovative instructional practices (Aliyu et al, 2023). This, in turn, enhances the impact of access to technology on student outcomes.…”

“…So, the study came-up with proclaims that H14: Leadership support positively moderates the relationship between TPK and student outcomes j. Moderating role of leadership support between DL and student outcomes The moderating role of leadership support between Digital Literacy (DL) and student outcomes suggests that the impact of students' digital literacy on their outcomes is influenced by the level of support provided by school leaders. In other words, leadership support acts as a moderator that can enhance or diminish the relationship between digital literacy and student outcomes (Aliyu et al, 2023). The moderating role of leadership support suggests that the impact of students' digital literacy on their outcomes is contingent on the level of support provided by school leaders.…”

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