The Impact of Information and Communication Technologies (ICT)-Based Education on the Mathematics Academic Enthusiasm

Tashtoush, Mohammad A.; AlAli, Rommel; Wardat, Yousef; Alshraifin, Nedal; Toubat, Hasan

doi:10.36941/jesr-2023-0077

Cited by 12 publications

(6 citation statements)

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“…ICT is defined as a tool used to handle the information and analyze the information (communication way) with the computer assistance in converting, changing, saving, analyzing, sharing, and receiving the information [74,75]. Moreover, Gamit [15] stated that ICT is utilized to analyze, process, get, set, and manipulate the data in various ways that it can generate the qualified information, a relevant, accurate, and precise information.…”

Section: A Ict and Mathematics Learningmentioning

confidence: 99%

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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Numerous empirical studies related to the use of Information and Communication Technology (ICT) in mathematics learning for enhancing numerical literacy have been increasingly carried out in three last decades. Of those studies, however, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on numerical literacy. Consequently, this recent study aims to examine the effectiveness of ICT-based or -assisted mathematics learning on numerical literacy skills, and several substantial factors in differentiating students’ numerical literacy. A systematic review combined to meta-analysis was performed to carry out this study whereby 53 documents published in the period of 2001–2023 were involved as the data. Overall, those documents generated 64 units of effect size and 6,599 students. Some tests, such as Z, Q Cochrane, fill & trim, and funnel plot were used to analyze the data. The results of this current study reported that ICT-based or -assisted mathematics learning had positive moderate effect (g = 0.527; p < 0.05) on students’ numerical literacy, and significantly enhanced students’ numerical literacy. Additionally, educational level, learning environment, intervention duration, and instrument type were significant factors in differentiating students’ numerical literacy. Meanwhile, there was no sufficient evidence to state that other substantial factors, such class capacity, participant, technology used, mathematical content, and technology role significantly affected students’ heterogeneous numerical literacy. This study suggests mathematics educator, such as teacher and lecturer to integrate ICT in mathematics learning, especially in enhancing numerical literacy. Moreover, they have to consider some factors, such as educational level, learning environment, intervention duration, and instrument type in performing ICT-based or -assisted mathematics lesson, mainly in cultivating students’ numerical literacy.

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Section: A Ict and Mathematics Learningmentioning

confidence: 99%

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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“…Gningue et al (2022), also suggest that a positive school climate and teacher leadership have been shown to benefit student achievement. Tashtoush et al (2023) present a study whose aim is to investigate the impact of Information and Communication Technologies (ICT)-based education on the academic enthusiasm of 61 female students divided into two groups (31 experimental and 30 control) in mathematics. The study utilized the Mathematics Academic Enthusiasm (MAE) questionnaire, which included three subscales: cognitive, behavioral, and emotional.…”

Section: Related Workmentioning

confidence: 99%

Biotechnology project-based learning encourages learning and mathematics application

Jiménez-Gaona,

Vivanco-Galván

2024

Front. Educ.

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Project-based learning (PBL) is a promising approach to enhance mathematics learning concepts in higher education. Here, teachers provide guidance and support to PBL implementation. The objective of this study was to develop PBL-based biotechnological projects as a strategy for mathematics learning. The methodology design was applied to 111 university students from Biochemical, Chemical Engineering and Business Administration careers. Knowledge, skills, perceptions, and engagement were measured through questionnaires, workshops, rubrics, and survey instruments. As a result, the paired comparison between tests, questionnaires and project shows significant differences (p < 0.001) between the experimental group and the control group. It is concluded that the teaching of mathematics should be oriented to the development of competencies, abilities, and skills that allow students to generate real solutions and broaden their vision of the applicability of their knowledge using new learning strategies.

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“…The technical complexity and the need for specialized expertise to set up and maintain these systems further complicate their implementation. Many teachers lack the technical training and support needed to effectively integrate VR into their teaching practices, necessitating professional development and ongoing assistance (Tashtoush et al, 2023b;Wardat et al, 2024).…”

Section: Challenges and Limitations Of Using Vr In Mathematics Educationmentioning

confidence: 99%

Challenges and Limitations of Implementing Virtual Reality in K-12 Mathematics Education

AlAli,

Wardat

2024

Intl. J. Rel.

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This study critically examines the use of Virtual Reality (VR) in K-12 mathematics education, focusing on three key areas: the challenges of implementing VR, its impact on student engagement and learning outcomes, and the barriers to its adoption. The review uncovers significant issues such as potential gaps in conceptual understanding, distractions from learning objectives, lack of established standards and evaluation criteria, and the need for extensive teacher training. While VR can enhance learning interactivity, the evidence of its educational impact is varied. The study also highlights the high costs of VR equipment and content development, and the technical complexities of implementation, as major hurdles. The study concludes that while VR has the potential to enrich mathematics education, it is crucial to address these challenges to fully realize its benefits. This includes developing affordable VR solutions, establishing clear evaluation standards, and providing comprehensive training and support for educators to ensure successful integration into the classroom.

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The Impact of Information and Communication Technologies (ICT)-Based Education on the Mathematics Academic Enthusiasm

Cited by 12 publications

References 0 publications

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Biotechnology project-based learning encourages learning and mathematics application

Challenges and Limitations of Implementing Virtual Reality in K-12 Mathematics Education

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