The effect of collaborative computer aided learning on problem solving skills in algebra Among Polythecnics Students

COMPUTER AIDED LEARNING ON

PROBLEM SOLVING SKILLS IN ALGEBRA

AMONG POLYTHECNICS STUDENTS

MOHD SAZALI KHALID

MAIZAM ALIAS

3RD INTERNATIONALCONFERENCE ON

SCIENCE AND MATHEMATICS EDUCATION

T H E E F F E C T O F C O L L A B O R A T I V E C O M P U T E R A I D E D L E A R N I N G O N

P R O B L E M S O L V I N G S K I L L S IN A L G E B R A A M O N G P O L Y T E C H N I C

S T U D E N T S

Abstract

Algebra is the foundation of many analytical-mathematical problem solving tool in technical oriented discipline. Algebra however, is not well understood by many technical students especially those who are at the foundation level of engineering programme. The purpose of this study was to determine if collaborative computer aided learning can improve problem solving skills in algebra among engineering students in polytechnic certificate programmes. A quasi-experimental design with four intact groups of students was used in the study. Scores obtained on algebra problems after using either one of the following method were compared, the collaborative computer aided learning method (CDiCL method), the collaborative learning (CL) method, the computer aided learning method (CD method) and the conventional method. The Student Team Assessment Division method of collaborative learning was used by the collaborative learning group and the CDiCL group. A specifically designed algebra courseware developed using Hermann Brain Dominance principles were used by the CD and the CDiCL group. Interactions during teaching and learning were also observed. Analysis of variance was used to test equality of means obtained on the algebra test. The descriptive statistical analysis results show that the CDiCL group obtained the

highest gain score ( X =6.40),followed by the CD group ( X =6.08), the conventional group X =3.71) and the CL group ( X =1.91). Results of the analysis using Welch test indicate that the differences between means is statistically significant (F=4.551, dfl=3, <#2=58.06, p=0.01). A post hoc test indicates that the mean score of the CDiCL group is statistically significantly different from the CL

group only. The CDiCL group also perceived themselves to be more effective (X =2.94, s=0.54), more participative (X =4.03, s=l .4) and

more prepared ( X =4.14, s=l .54) compared to the other groups. In conclusion, the CDiCL group although no better than the conventional group in terms of inducing algebra learning appears to be providing a more conducive learning experience indicated by students' perception of their learning experience.

A l g e b r a is t h e f o u n d a t i o n of m a n y a n a l y t i c a l - m a t h e m a t i c a l p r o b l e m s o l v i n g t o o l in t e c h n i c a l o r i e n t e d d i s c i p l i n e . A l g e b r a h o w e v e r , is n o t w e l l u n d e r s t o o d b y m a n y t e c h n i c a l s t u d e n t s e s p e c i a l l y t h o s e w h o are at t h e f o u n d a t i o n level o f e n g i n e e r i n g p r o g r a m s .

P o l y t e c h n i c s u n d e r t h e M i n i s t r y o f H i g h e r E d u c a t i o n ( M o H E ) a r e t e c h n i c a l e d u c a t i o n s i n s t i t u t i o n t h a t is r e s p o n s i b l e for p r o d u c i n g s e m i s k i l l e d p r o f e s s i o n a l s for m a n y e n g i n e e r i n g d i s c i p l i n e s . H o w e v e r , t h e a v e r a g e p o l y t e c h n i c e n g i n e e r i n g s t u d e n t s w h o s e a c h i e v e m e n t s in m a t h e m a t i c s h a v e b e e n m e d i o c r e at t h e Sijil P e l a j a r a n M a l a y s i a ( G C E " O " l e v e l s ) find that e n g i n e e r i n g m a t h e m a t i c s v e r y c h a l l e n g i n g . C u r r e n t a p p r o a c h like i n t e n s i v e r e m e d i a t i o n t h a t a r e c o m m o n l y p r a c t i c e d in m a n y p a r t s o f t h e w o r l d Z h a n g et.al ( 2 0 0 8 ) is t i m e c o n s u m i n g . T h e p r a c t i c e o f a l l o w i n g n e w i n e x p e r i e n c e d e n g i n e e r i n g g r a d u a t e s t o t e a c h m a t h e m a t i c s is a l s o n o t h e l p i n g t h e s i t u a t i o n s . M o h d . S a l l e h ( 1 9 9 0 ) d i s c o v e r e d that fresh s t u d e n t s i n U T M , M a l a y s i a w e r e b o t h w e a k i n u n d e r s t a n d i n g t h e s t r u c t u r e o f a l g e b r a a n d t h e i r difficulties w e r e d u e to ability like l a n g u a g e c o m p r e h e n s i o n . M o h d S a l l e h ( 1 9 9 0 ) s h o w e d t h e r e is a s t r o n g e v i d e n c e b e t w e e n u n d e r s t a n d i n g m a t h e m a t i c s a n d t e a c h i n g m e t h o d s . Efforts h a v e b e e n c o n s t a n t l y m a d e t o identify n e w m e t h o d s e n s u r i n g t h e m a t h e m a t i c s s t a n d a r d s o f p o l y t e c h n i c e n g i n e e r i n g s t u d e n t s are o f a d e q u a t e level a n d t h e y c o u l d c o m p l e t e t h e i r e n g i n e e r i n g p r o g r a m s (certificate a n d d i p l o m a ) w i t h i n specified t i m e .

T h e u s e o f t e c h n o l o g y to i m p r o v e l e a r n i n g effectiveness h a s b e e n w i d e l y s t u d i e d . T h e o u t c o m e of t h e s e s t u d i e s h a s b e e n m i x e d d e p e n d i n g o n l e v e l s o f e d u c a t i o n , t y p e o f s t u d e n t s a n d t h e c o n t e x t o f l e a r n i n g . F o r e x a m p l e M a y s ( 2 0 0 1 ) in h e r d i a g n o s t i c error a n a l y s i s in m a t h e m a t i c s d i s c o v e r e d significant differences in t h e c l a s s r o o m i n s t r u c t i o n s w h i c h is d e p e n d e n t o n t h e t e c h n o l o g y u s e d . T h e u s e o f c o l l a b o r a t i v e l e a r n i n g m e t h o d h a s a l s o b e e n tried in s o m e i n s t a n c e s t o i m p r o v e m a t h e m a t i c s l e a r n i n g F e l d e r a n d B r e n t ( 2 0 0 4 ) . T h e a i m o f this s t u d y is to d e t e r m i n e t h e effect o f t e c h n o l o g y s u p p o r t e d b y c o l l a b o r a t i v e l e a r n i n g o n t h e l e a r n i n g o f a l g e b r a i c c o n c e p t s a m o n g p o l y t e c h n i c e n g i n e e r i n g s t u d e n t s u n d e r t h e M o H E .

M o h d S a z a l i K h a l i d

U n i v e r s i t i T u n H u s s e i n O n n M a l a y s i a h j s a z a l i @ u t h m . e d u . m y

M a i z a m A l i a s

U n i v e r s i t i T u n H u s s e i n O n n M a l a y s i a m a i z a m @ u t h m . e d u . t n y

O b j e c t i v e s

A s p e c t s o f m a t h e m a t i c s that are o f critical i m p o r t a n c e t o e n g i n e e r i n g e d u c a t i o n is a l g e b r a a n d p r o b l e m s o l v i n g . A l g e b r a is t h e g a t e t o c a l c u l u s . P r o b l e m s o l v i n g h e l p s t o b r i d g e t h e k n o w l e d g e t h e s t u d e n t s h a v e w i t h t h e a p p l i c a t i o n t h a t is w a r r a n t e d ( L e v i n e , 1 9 9 0 ) . T h e o b j e c t i v e s o f this p a p e r a r e t o d e t e r m i n e :

(i) t h e effect o f t e c h n o l o g y s u p p o r t e d c o l l a b o r a t i o n s o n l e a r n i n g b y l e a r n e r s o f different ability

(ii) w h i c h a b i l i t y - l e v e l s o f s t u d e n t in different m e t h o d s p e r f o r m m u c h b e t t e r as o p p o s e d t o i t e m t e s t e d in p r e a n d p o s t t e s t s ?

(iii) the effect o f u s i n g t e c h n o l o g y s u p p o r t e d c o l l a b o r a t i v e l e a r n i n g o n a c h i e v e m e n t i n a l g e b r a p r o b l e m s s o l v i n g

(iv) t h e effect of t h e l e a r n i n g p r o c e s s e s - the p e e r i n t e r a c t i o n s b e t w e e n s t u d e n t to student, s t u d e n t to t e a c h e r in t h e t e c h n o l o g y s u p p o r t e d g r o u p that p r o m o t e s l e a r n i n g

T h e i n d e p e n d e n t v a r i a b l e s a r e t h e t r a d i t i o n a l t e a c h i n g m e t h o d ( c o n t r o l ) , C o l l a b o r a t i v e l e a r n i n g o n l y ( C L ) , t e c h n o l o g y o n l y ( C D ) a n d t e c h n o l o g y - s u p p o r t e d c o l l a b o r a t i v e l e a r n i n g ( C D i C L ) . T h e d e p e n d e n t v a r i a b l e s a r e t h e g a i n s c o r e . T h e m e d i a t i n g v a r i a b l e s are t h e l e v e l of p e r c e p t i o n s of m e m b e r effectiveness a n d p a r t i c i p a t i o n s a n d p r e p a r e d n e s s a m o n g g r o u p m e m b e r s . C o n t r o l l e d v a r i a b l e s a r e t e a c h e r q u a l i t i e s , lecture n o t e s , a n d c l a s s r o o m t i m e o f i n t e r a c t i o n .

R e l a t e d W o r k s

I n m a t h e m a t i c s e d u c a t i o n , r e s e a r c h e r s like L i n c h e v s k i a n d H e r s c o v i c s ( 1 9 9 6 ) tried t o o v e r c o m e t h e c o g n i t i v e g a p w h e r e m a n y s t u d e n t s are n o t a b l e t o s p o n t a n e o u s l y o p e r a t e w i t h u n k n o w n s . Difficulties i n s i m p l i f y i n g a l g e b r a i c e x p r e s s i o n s w h e r e s t u d e n t s finish off a l g e b r a i c e q u a t i o n s s u c h a s 2x+3 a s 5x or 5 w e r e m e t b y T i r o s h et al. ( 1 9 9 8 ) . T h i s is b e c a u s e literal s y m b o l s is f o u n d t o b e t h e m a i n c a u s e of t h e i r difficulties in m a t h e m a t i c s C h r i s t o u et al. ( 2 0 0 7 ) . H o w e v e r a b o d y o f r e s e a r c h f o u n d t h a t t e a c h i n g c u l t u r e w h e r e s t u d e n t s are m o s t l y b e e n s p o o n fed b y t e a c h e r s in Schifter & F o s n o t ( 1 9 9 3 ) d i d p l a y i m p o r t a n t r o l e i n s h a p i n g t h e u n d e r s t a n d i n g c o n c e p t s in a l g e b r a . T e l l i n g m e t h o d s in m a t h e m a t i c s t e a c h i n g c r e a t e d c o n f i d e n c e i n h a n d l i n g m a t h e m a t i c a l c o n t e n t a n d this s u p p o r t is l a c k i n g in t e a c h i n g m a t h e m a t i c s w i t h c o m p u t e r s ( Z a i n , et al. 2 0 0 6 ) .

G r o u p d i a l o g u e u s e d b y s t u d e n t s w h i l e s o l v i n g p r o b l e m s g e n e r a t e s l i n k a g e s b e t w e e n m a t h e m a t i c a l s y m b o l s a n d f o r m a l l a n g u a g e ( M o r e l l et al, 2 0 0 1 ) . B u t g r o u p w o r k d e p e n d s o n m o t i v a t i o n t h u s i n f l u e n c i n g e f f e c t i v e n e s s , p r e p a r e d n e s s a n d c o m m i t m e n t l e v e l s a m o n g m e m b e r s .

C o m p u t e r B a s e d L e a r n i n g C B L t h r o u g h drilling a n d p r a c t i c e in m a t h e m a t i c s p a c k a g e s h e l p s s t u d e n t s t o a c q u i r e m o r e skills a n d u n d e r s t a n d i n g . A c o g n i t i v e t h e o r y b y H e r m a n n ( 1 9 9 5 ) w r o t e : t h e h u m a n left b r a i n s p e c i a l i z e d o n facts w h i l e t h e r i g h t b r a i n d w e l l s b e t t e r o n v i s u a l i m a g e s . S t y n e ( 2 0 0 4 ) a d a p t e d H e r m a n n m o d e l for m a t h e m a t i c s w o r k a n d c o n c e p t s in S o u t h Africa. S t y n e f o u n d that h u m a n ' s r e t e n t i o n r a t e w h i c h differs f r o m o n e i n d i v i d u a l t o a n o t h e r b a s e d o n different l e a r n i n g s t y l e s a n d attitude u p b r i n g i n g c a n b e i m p r o v e d t h r o u g h c o l l a b o r a t i v e l e a r n i n g . B u t d e s i g n i n g c o m p u t e r s o f t w a r e w i t h m u l t i m e d i a t e c h n o l o g y is a b i g c h a l l e n g e w h e n M a y e r et al ( 2 0 0 1 ) c l a i m e d m o s t i n s t r u c t i o n a l d e s i g n e r s t a l k e d a b o u t h u m a n m e m o r y o v e r l o a d i n g . B u t in t h e c o m p u t e r l a b o r a t o r i e s , o n e s c r e e n p e r i d e a m a y n o t b e t h e m o s t effective m e t h o d for g r o u p . T h u s a m e r g i n g p o i n t b e t w e e n g r o u p l e a r n i n g a n d C B L i n d i v i d u a l i z e d l e a r n i n g h a s t o b e e x p l o r e d . C D i C L is p r o p o s e d h e r e t o a d d r e s s t h e a b o v e i s s u e s .

M e t h o d o l o g y

T h e t a r g e t p o p u l a t i o n o f t h e s t u d y is p o l y t e c h n i c e n g i n e e r i n g s t u d e n t s in 2 0 p o l y t e c h n i c s in M a l a y s i a . T h e s a m p l e s w e r e four i n t a c t c l a s s e s o f certificate e n g i n e e r i n g s t u d e n t s f r o m K o t a B h a r u P o l y t e c h n i c ( K B P ) , a t o t a l of 1 3 9 s t u d e n t s . T h e y w e r e e x p e c t e d t o b e r e p r e s e n t a t i v e o f t h e w h o l e p o p u l a t i o n s o f p o l y t e c h n i c e n g i n e e r i n g s t u d e n t s in M a l a y s i a a s institutions are u n d e r o n e g o v e r n i n g b o d y .

Research Tools and Materials

i n s t r u c t i o n a l m o d e l . Its c o n t e n t w a s l i m i t e d to P r e - A l g e b r a , F a c t o r i z a t i o n a n d S i m p l i f i c a t i o n o n l y . T h i s w a s d e t e r m i n e d f r o m S P M ( G C S E e q u i v a l e n c e ) i t e m a n a l y s i s . T h e r e are t h r e e m o d u l e s in t h e C D c a l l e d R e v i s i o n , T e s t a n d L i n k s . E x e r c i s e s w e r e p r o v i d e d at t h e e n d of e a c h t o p i c in t h e R e v i s i o n m o d u l e . T h e C D T e s t m o d u l e ( M C Q f o r m a t ) c o n t a i n e d t h r e e l e v e l s . T h e s t u d e n t s w i l l n e e d m o r e t h a n 5 0 % c o r r e c t n e s s in o r d e r t o p r o c e e d f r o m o n e level t o a n o t h e r . T h e L i n k s p r o v i d e d as a n e n r i c h m e n t s t r a t e g y . T h e l a y o u t , c o n t e n t a n d interface d e s i g n of this cd w a s d e v e l o p e d b a s e d o n t h e H e r m a n n W h o l e B r a i n T h e o r y m o d e l . T h e C D d e s i g n a l s o i n c o r p o r a t e s t h e e d u c a t i o n p h i l o s o p h y c a l l e d p s y c h o m o t o r , c o g n i t i v e a n d affective.

A p i l o t test o n t h e u s a b i l i t y g a v e a) l e a r n i n g ability 8 7 % ; b ) effectiveness 7 6 % ; c) s c r e e n a r r a n g e m e n t 7 6 % ; d) g r a p h i c s 7 7 % ; e ) u s e r satisfaction - 7 9 % ; f) o v e r a l l p e r f o r m a n c e 8 8 % . A m o r e t h a n 7 0 % d e p i c t a c c e p t a b l e a n d s t r o n g level as S u n g ( 1 9 9 7 ) s u g g e s t e d . C o n t e n t v a l i d i t y w a s a s s u r e d b y a s u b j e c t m a t t e r e x p e r t in K B P , m a t h e m a t i c s g r a d u a t e t e a c h e r s from a K e l a n t a n s e c o n d a r y s c h o o l , t w o s e n i o r m a t h e m a t i c s l e c t u r e r s in U T H M w h o c h e c k e d t h e a c c u r a c y of t h e m a r k i n g s c h e m e s a n d 2 3 m a t h l e c t u r e r s in K B P p a r t i c i p a t i n g in a n effective m a t h t e a c h i n g m e t h o d c o u r s e . T h e E n g l i s h difficulty level w a s tried t o 10 F o r m T w o ( a g e d 14+) s e c o n d a r y s c h o o l s t u d e n t s in S M M e r a n t i , K e l a n t a n a n d c r o s s - e x a m i n e d b y a s e n i o r E n g l i s h l a n g u a g e lecturer f r o m K B P . T h i r t y q u e s t i o n s ( b o t h in E n g l i s h a n d M a l a y s i a n l a n g u a g e ) w e r e d e s i g n e d t o facilitate c o l l a b o r a t i v e l e a r n i n g in C L m o d u l e b u t four q u e s t i o n s w e r e t r i e d p e r w e e k f o c u s i n g o n s o l v i n g w o r d p r o b l e m s o l v i n g ( W P S ) for g r o u p d i s c u s s i o n . A s h o r t t e s t w a s p r e p a r e d t o m o n i t o r t h e i r m a t h e m a t i c s ' u n d e r s t a n d i n g 10 m i n u t e s b e f o r e t h e e n d o f e a c h c o m p u t e r l a b o r a t o r y i n t e r a c t i o n s in e a c h w e e k t h u s c r e a t i n g t e a m c o m m i t m e n t a n d a c c o u n t a b i l i t y .

L e c t u r e n o t e s b a s e d o n t h e B 1 0 0 1 m o d u l e w a s t a k e n f r o m the D P C C E M o H E . T h e c o n t e n t of t h e s e l e c t u r e n o t e s w e r e p i l o t e d to 5 0 D I T D i p l o m a S t u d e n t s 2 0 0 5 / 2 0 0 6 K U i T T H O / U T H M . P e e r E v a l u a t i o n F o r m w a s a d m i n i s t e r e d t o all p a r t i c i p a n t s i n g r o u p w o r k . E a c h m e m b e r w a s g r a d e d o n t h e s c a l e of 2 t o 10 i n t e r m s of g r o u p i n t e r a c t i o n . T h e f o r m s w e r e a d a p t e d f r o m M u r d o c h U n i v e r s i t y . S P S S V e r s i o n 12.0 w a s u s e d to p r o c e s s t h e f i n d i n g s . C o l l a b o r a t i v e l e a r n i n g u s e d S T A D f o r m a t w i t h five i m p o r t a n t r o l e s i.e. g r o u p leader, a s s i s t a n t l e a d e r , t i m e k e e p e r , r u n n e r a n d r e p o r t e r . A n y t e a m l e a d e r lasted for t w o w e e k s . A n o b s e r v a t i o n s h e e t w a s u s e d to c h e c k t h e l e a r n i n g p r o c e s s e s in all t e a m s u s i n g C L o n l y a n d C D i C L m e t h o d s . E x t e r n a l m o t i v a t i o n (like C A D B U R Y ) is g i v e n for t h e t e a m that s h o w e d t h e m o s t l e a r n i n g p r o c e s s e s t a k i n g t h e i r r e s p e c t i v e r o l e s .

T h e P r e T e s t a n d P o s t T e s t i n s t r u m e n t s c o n s i s t e d o f 10 q u e s t i o n s in e a c h test. It c o v e r e d factorization, s i m p l i f i c a t i o n , e q u a t i o n s , n u m b e r c o m p u t a t i o n s , a n d fractions. T h e q u e s t i o n s in P r e a n d P o s t T e s t s w e r e c h e c k e d b y K B P m a t h l e c t u r e r s a n d 4 0 m a r k e d scripts w e r e c r o s s - c h e c k e d b y t w o i n d e p e n d e n t lecturers f r o m K U i T T H O / U T H M t o e n s u r e c o n s i s t e n c y w i t h t h e m a r k i n g s c h e m e . A u d i o - v i d e o r e c o r d i n g a n d s e m i - s t r u c t u r e d i n t e r v i e w s w e r e d o n e to t r i a n g u l a t e t h e results f r o m t h e q u a n t i t a t i v e a n a l y s i s r e s u l t s d o n e . Q u a l i t a t i v e a n a l y s i s w a s d o n e w i t h A t l a s / t i V e r s i o n 5 .

Research Procedure

T h e s t u d y u s e s a q u a s i - e x p e r i m e n t a l d e s i g n a p p r o a c h w i t h p r e a n d p o s t test u s i n g e q u i v a l e n t g r o u p s . T o c o n t r o l a n y c o n f o u n d i n g v a r i a b l e s like differences in t e a c h e r s ' i m p a c t , t h e r e s e a r c h e r t a u g h t all the four different c l a s s e s in t h e m o r n i n g s e s s i o n s w i t h i n t h e e i g h t w e e k p e r i o d c o v e r i n g e a r l y p r e - a l g e b r a t o p i c s as c o n t a i n e d in p o l y t e c h n i c t e a c h i n g a n d l e a r n i n g s y l l a b u s B 1 0 0 1 . P a r t i c i p a n t o b s e r v a t i o n w a s a l s o u s e d to e x t r a c t i n f o r m a t i o n r e l a t e d t o t h e o b j e c t i v e s . B a s i c d e s i g n of s t u d y is s h o w n i n F i g u r e 1.

G r o u p 1: P r e T e s t -> t r e a t m e n t 1 -> P o s t T e s t G r o u p 2 : P r e T e s t -z> t r e a t m e n t 2 -> P o s t T e s t G r o u p 3 : P r e T e s t -> t r e a t m e n t 3 -> P o s t T e s t G r o u p 4 : P r e T e s t -> t r e a t m e n t 4 -> P o s t T e s t Figure 1. S u m m a r y o f t h e r e s e a r c h d e s i g n a n d p r o c e d u r e

h a s t o h e l p e a c h o t h e r to s o l v e t h e q u e s t i o n s . T h e r o l e s in C L c h a n g e d after e v e r y 2 w e e k s . P e e r E v a l u a t i o n F o r m s w e r e c o m p l e t e d at t h e e n d o f e a c h C L s e s s i o n t o e n f o r c e a c c o u n t a b i l i t y a n d c o m m i t m e n t l e v e l s . C o m m o n t o all g r o u p s is a h a r d c o p y o f l e c t u r e n o t e s . C D i C L D i c t i o n a r i e s w e r e g i v e n to all g r o u p s to familiarize m a t h t e r m s .

E a c h g r o u p h a s four different l e v e l s o f s t u d e n t s b a s e d o n their m a t h e m a t i c s g r a d e at S P M . T h e l e v e l s a r e h i g h ( s c o r i n g 1 A , 2 A ) , a v e r a g e ( 3 B , 4 B ) , w e a k ( 5 C . 6 C ) a n d v e r y w e a k ( 7 D , 8 E ) . T h e g r o u p l e a d e r in C L w a s c h o s e n from t h e h i g h a c h i e v i n g s t u d e n t s . E a c h s t u d e n t ' s w o r k w e r e c o m p a r e d at P r e T e s t a n d P o s t T e s t . T h e i r l e a r n i n g g a i n / l o s e w a s r e c o r d e d b a s e d o n t e s t e d i t e m s like a r i t h m e t i c , s y m b o l m a n i p u l a t i o n s a n d w o r d p r o b l e m s .

D u r a t i o n o f t r e a t m e n t w a s 8 w e e k s ( b u t 2 w e e k s w e r e u s e d t o t r a i n C L a n d C D s k i l l s ) . E a c h w e e k t h e t r e a t m e n t w a s a d m i n i s t e r e d i n t h e first h o u r o f a B 1 0 0 3 C o m p u t e r A p p l i c a t i o n subject. I n t e r v i e w s a n d v i d e o r e c o r d i n g d o n e t o t r i a n g u l a t e f i n d i n g s . I n t e r v i e w w a s d o n e d u r i n g late e v e n i n g s for 3 m o n t h s c o n s e c u t i v e l y i n F -B l o c k , K -B P t o a v o i d a d m i n i s t r a t i v e p r o b l e m s w i t h t h e s t u d e n t s .

Results

T h i s s e c t i o n h a s t w o p a r t s - l e a r n i n g g a i n s a n d l e a r n i n g p r o c e s s e s . T h e i m m e d i a t e s e c t i o n p r o d u c e d t h e l e a r n i n g g a i n c o m p o n e n t s o f this r e s e a r c h .

Effect of technology supported collaborative learning on learners of different ability

F o r t y m a r k e d scripts that w a s d o n e b y t h e r e s e a r c h e r a n d c r o s s e x a m i n e d b y a n o t h e r s e n i o r m a t h e m a t i c s l e c t u r e r w e r e u s e d t o g a t h e r t h e d a t a b e l o w . C o m p a r i s o n b e t w e e n m a r k s at t h e p r e - t e s t a n d p o s t test b e t w e e n e a c h level o f s t u d e n t s f r o m all t h e four different g r o u p s w e r e a n a l y z e d a n d t h e l e a r n i n g g a i n is r e c o r d e d .

F i g u r e 2 s h o w s t h e d i s t r i b u t i o n o f l e a r n i n g a c c o r d i n g t o g r o u p a n d ability ( l o w e s t , l o w , m i d d l e a n d h i g h e s t ) . F r o m F i g u r e 2 ( a ) all g r o u p t y p e s c o n t a i n l o s e r s ( < = 0 g a i n s c o r e ) . H o w e v e r t h e h i g h e s t n u m b e r s o f l o s e r s are in G r o u p 1 ( C o n t r o l G r o u p ) . F i g u r e 2 ( b ) G r o u p 3 a n d G r o u p 4 c o n t a i n e d m o r e g a i n e r s ( 6 - 1 5 m a r k s ) . F i g u r e 2 ( c ) d e p i c t e d m o r e g a i n e r s in G r o u p 4 ( 6 - 2 0 m a r k s ) . W h i l e in F i g u r e 2 ( d ) m o r e g a i n e r s in G r o u p 2 a n d G r o u p 3 o n l y . T h i s i n d i c a t e t h a t o n l y l o w t o m i d d l e a c h i e v e r s in m a t h e m a t i c s in C D i C L a n d C D g r o u p s h a d b e n e f i t e d from t e c h n o l o g y w h i l e l o w a c h i e v e r s i n C L o n l y g r o u p g a i n e d t h e m o s t f r o m e l a b o r a t e d e x p l a n a t i o n b y p e e r s a n d l e c t u r e r s .

THE LOWEST

1

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6

4 -H 2

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m

2 3

G r o u p T y p a

( a )

MIDDLE

• 1 - 5 0 6 - 1 0 • 11-15 • 16-20

0 > 20

i

T

1 z r

r

;zi

1

Q< = 0 • 1 - 5 • 6 - 1 0

01 1 - 1 5 • 16-20 • > 20

2 3

Group T y p e

(c)

LOW

C 2

» •a

E 1

3

1 0

3 4

S 2

n E

2 3

Group T y p e

( b )

The HIGHEST

JIJLTL

JUL

2 3

G r o u p Type

( d )

m< - o

• 1 - 5 • 6 - 1 0 • 11-15 • 16-20

m>20

F i g u r e 2 . The trend in gain score among different level of achievers in each group type L e g e n d : G r o u p T y p e 1= C o n v e n t i o n a l ; T y p e 2 = C o l l a b o r a t i v e L e a r n i n g ; T y p e 3 = C D o n l y ; T y p e 4 = C D i C L

Which ability-levels of student in different methods perform much better as opposed to item tested in pre and post tests?

C o m p a r i s o n b e t w e e n m a r k s at t h e p r e - t e s t a n d p o s t t e s t b e t w e e n e a c h l e v e l o f s t u d e n t s f r o m all t h e four different g r o u p s w e r e a n a l y z e d a n d t h e l e a r n i n g g a i n is p u t in T a b l e 1.

Table 1: Descriptive statistics of groups and different levels of learners

Group ability Mean Std. Deviation n

Conventi onal

high _{5.50 1}

Conventi

onal _average

7.37 2.75 4

Conventi onal

poor _3.80 5.77 5

Conventi onal

extremely poor _{2.66 3.26 16}

Conventi onal

Total 3.71 3.95 26

CL only high _{7.67 5.03 3}

CL only

average 1.33 5.13 3

CL only

poor -1.67 4.51 3

CL only

extremely poor 1.66 3.54 19

CL only

Total 1.91 4.35 28

CD only high 4.00 6.20 6

CD only

average 5.38 5.15 4

CD only

poor 8.70 5.62 10

CD only

extremely poor 5.00 7.50 10

CD only

Total 6.08 6.35 30

CDiCL high _{7.00 1}

CDiCL

average 8.93 4.71 7

CDiCL

poor 6.64 5.72 7

CDiCL

extremely poor 4.59 7.03 11

CDiCL

Total 6.40 6.02 26

Total high 5.41 5.22 11

Total

average 6.53 4.96 18

Total

poor 5.90 6.23 25

Total

extremely poor 3.12 5.20 56

Total

Total 4.54 5.54 110

Dependent Variable: Gain_Score

o b t a i n e d t h e h i g h e s t m e a n g a i n . H o w e v e r , t h e i m p a c t b e t w e e n ability l e v e l a g a i n s t m e t h o d is n o t statistically significant ( p = 0 . 3 2 4 ) as s h o w n in T a b l e 2 b e l o w .

Table 2: Tests of Between-Subjects Effects

Source Type III Sum of Squares df Mean Square F Sig.

Corrected Model 777.71(a) 15 51.85 1.90 .033

Intercept _{1353.90 1 1353.90 49.51 .000}

Group _{167.90 3 55.97 2.05 .113}

ability 89.12 3 29.71 1.09 .359

Group * ability 287.75 9 31.97 1.17 .324

Error _{2570.64 94 27.35}

Total _{5612.00 110}

Corrected Total 3348.36 109

a R Squared = .232 (Adjusted R Squared = .110)

Dependent Variable: Gain_Score

Effect of technology supported collaborative learning on algebra achievements: analysis of quantitative data T w e n t y n i n e s t u d e n t s failed to c o m e for t h e P o s t T e s t . T h u s o n l y data f r o m 110 s t u d e n t s w e r e u s e d i n t h e a n a l y s i s ( T a b l e 3 ) . T h e W e l c h F m e t h o d w a s u s e d to c o m p a r e t h e m e a n s as s u g g e s t e d b y F i e l d s ( 2 0 0 0 ) b e c a u s e o n e of t h e t w o i m p o r t a n t a s s u m p t i o n s of A N O V A i.e. e q u a l i t y of v a r i a n c e c a n n o t b e m e t ( T a b l e 4 ) . T h e result of t h e W e l c h T e s t in T a b l e 5 s h o w s that t h e r e is statistically significant difference b e t w e e n at least t w o m e a n s ( p < . 0 5 ) . A p o s t h o c test ( T a b l e 6 ) w e r e c a r r i e d o u t t o c o m p a r e t h e m e a n s u s i n g t h e T a m h a n e ' s test a s s u g g e s t e d b y F i e l d s ( 2 0 0 0 ) . T a b l e 3 s h o w s that t h e m e a n s c o r e s o f e a c h g r o u p are different f r o m t h e o t h e r w i t h t h e l o w e s t s c o r e a c h i e v e d b y G r o u p 2 a n d t h e h i g h e s t s c o r e b y g r o u p 4 . T h e Welch test in T a b l e 4 i n d i c a t e s that at least t w o m e a n s are statistically significantly different ( p < 0 5 ) . A p o s t h o c t e s t ( T a b l e 6) i n d i c a t e s t h a t t h e m e a n o f G r o u p 4 is statistically s i g n i f i c a n t l y different at t h e 5 % level o f s i g n i f i c a n c e f r o m G r o u p 2 a n d m e a n of G r o u p 3 is a l s o statistically significantly different f r o m G r o u p 2. T h u s C D i C L t r e a t m e n t p r o d u c e d g r e a t e r l e a r n i n g o f a l g e b r a i c c o n c e p t s a n d p r o c e d u r e s c o m p a r e d to c o l l a b o r a t i v e l e a r n i n g o n l y .

T a b l e 3 Descriptive Statistics of Gain Score in each group

N Mean Std. Deviation Std. Bnor

95 % Confidence Interval for Mean

Mnimum Maximum

N Mean Std. Deviation Std. Bnor Lower Bound Upper Bound Mnimum Maximum

1 28 3.7115 3.95265 .77518 2.1150 5.3080 -1.50 13.50

2 28 1.9107 4.34625 .82136 .2254 3.5960 •6.00 13.00

3 30 6.0833 6.36051 1.15944 3.7120 8.4647 -5.50 18.00

4 26 6.4038 6.01668 1.17997 3.9737 8.8340 -9.00 17.00

Total 110 4.5364 5.54246 .52845 3.4890 5.5837 -9.00 18.00

T a b l e 4 Levene Statistic - Homogeneity of Variances

Test of Homogeneity of Variances

Gain Score Levene

Statistic df1 df2 Siq.

3.083 3 106 .031

T a b l e 5 Welch Method - as an alternative to ANOVA

Robust Tests of Equality of Me a ns

Gain Score

Statistic3 dfl df2 Siq.

Welch 4.551 3 58.056 .006

a. Asymptotically F distributed.

D e p e n d e n t V a r i a b l e : Q a i n _ S o o r e

M e a n

D i f f e r e n c e 9 5 % C o n f i d e n c e I n t e r v a l (1) G r o u p ( J ) G r o u p ( l - J ) S t d . E r r o r S i g . L o w e r B o u n d U p p e r B o u n d T a m h a n e 1 2 1 . 8 0 0 8 2 1 . 1 2 9 4 0 . 5 2 6 - 1 . 2 8 8 0 4 . 8 8 9 7

3 - 2 . 3 7 1 7 9 1 . 3 9 4 7 1 . 4 5 2 - 6 . 1 9 4 5 1 . 4 5 0 9 4 - 2 . 6 9 2 3 1 1 . 4 1 1 8 2 . 3 2 4 - 6 . 5 8 4 8 1 . 2 0 0 1 2 1 - 1 . 8 0 0 8 2 1 . 1 2 9 4 0 . 5 2 6 - 4 . 8 8 9 7 1 . 2 8 8 0 3 - 4 . 1 7 2 6 2 " 1 . 4 2 0 8 9 . 0 2 9 - 8 . 0 6 0 2 - . 2 8 5 0 4 - 4 . 4 9 3 1 3 " 1 . 4 3 7 6 0 . 0 1 8 - 8 . 4 4 8 3 - . 5 3 8 0 3 1 2 . 3 7 1 7 9 1 . 3 9 4 7 1 . 4 5 2 - 1 . 4 5 0 9 6 . 1 9 4 5 2 4 . 1 7 2 6 2 " 1 . 4 2 0 8 9 . 0 2 9 . 2 8 5 0 8 . 0 6 0 2 4 - . 3 2 0 5 1 1 . 6 5 4 2 7 1 . 0 0 0 - 4 . 8 3 9 7 4 . 1 9 8 7 4 1 2 . 6 9 2 3 1 1 . 4 1 1 8 2 . 3 2 4 - 1 . 2 0 0 1 6 . 5 8 4 8 2 4 . 4 9 3 1 3 " 1 . 4 3 7 6 9 . 0 1 8 . 5 3 8 0 8 . 4 4 8 3 3 . 3 2 0 5 1 1 . 6 5 4 2 7 1 . 0 0 0 - 4 . 1 9 8 7 4 . 8 3 9 7

". T h e m e a n d i f f e r e n c e is s i g n i f i c a n t a t t h e . 0 5 l e v e l .

W h y is this s o ? P e r h a p s t h e r e is s o m e differences b e t w e e n t h e l e a r n i n g p r o c e s s e s in e a c h of t h e t e a c h i n g m e t h o d . N o w t h e n e x t p a r t s h o w s t h e r e s u l t f r o m t h e l e a r n i n g p r o c e s s e s . T h i s is d o n e w h e n t h e p a r t i c i p a n t s are r e q u i r e d t o fill i n t h e P e e r A s s e s s m e n t f o r m s a n d s o m e v i d e o a n d a u d i o r e c o r d i n g s w e r e m a d e .

P e e r E v a l u a t i o n F o r m s a s k e d o p i n i o n s o n : a) h o w effective w a s y o u r g r o u p , b) h o w m a n y m e m b e r s p a r t i c i p a t e d in y o u r w o r k g r o u p a n d c) h o w m a n y p a r t i c i p a n t s w e r e r e a l l y p r e p a r e d . T a b l e 7 s h o w e d that C D i C L g r o u p h a s t h e h i g h e s t r a t i n g s for all t h r e e a n d t h e r e f o r e w a s t h e m o s t effective. It w a s c o n c l u d e d t h a t if a s t u d e n t p e r c e i v e d h i s p e e r s to b e effective t h e n t h e r e w i l l b e m o r e p o s i t i v e a t t i t u d e , m o t i v a t i o n a n d p a r t i c i p a t i o n in t h e w o r k i n g g r o u p . T a b l e 7 b e l o w p r o d u c e d m e a n a n d s t a n d a r d d e v i a t i o n o n factors for s u c c e s s f u l l e a r n i n g .

The effect of the learning processes - the peer interactions between student to student, student to teacher in the technology supported group that promotes learning

T a b l e 7

Mean and standard deviation

Item

—_ Group Level

I II III IV Likert Scale used

—_ Group

Level _a

Description \J

X a

x

KJ

X

Lt

1 Effective 2.4 0.67 2.5 0.62 2.5 0.72 2.9 0.54 4 2 Participation 2.3 0.55 3.6 1.15 2.8 1.17 4.1 1.54 6 3 Fully preparedness 2.5 0.63 3.8 1.15 3.1 1.23 4.0 1.36 6

O t h e r t h a n p e e r a s s e s s m e n t f o r m s , e a c h t e a m m e m b e r w a s a s k e d t o a s s e s s their p e e r s in their t e a m b a s e d o n a s t a n d a r d r u b r i c s . T h e s c o r e is 10 for p e r f e c t c o l l a b o r a t i v e w o r k a n d 2 for m i n i m u m c o l l a b o r a t i v e w o r k . S i n c e e a c h t e a m h a s 5 m e m b e r s t h e n e a c h t e a m ' s m a x i m u m p o i n t is 4 0 . T a b l e 8 b e l o w c a n h e l p t o e x p l a i n t h e a b o v e d a t a w h e n t e a m totals p e e r w e e k l y r a t i n g s are s c o r e d . T h e C D i C L a n d C L o n l y g r o u p s c o n t a i n e d 5 m e m b e r p e r t e a m .

Table 8 Total Marks from each team in Group CL only

W e e k N u m b e r \

T e a m ' s N a m e W l W 2 W 3 W 4 W 5 W 6 W 7 W 8

PROTON 40 35 35 30 30 30 25 25

T N B 40 30 30 25 30 25 30 25

WIRA 40 35 35 20 20 20 20 20

M A W A R 40 40 25 20 20 20 20 20

Table 9 Total Marks from each team in Group CDiCL W e e k N u m b e r \

T e a m ' s N a m e W l W 2 W 3 W 4 W 5 W 6 W 7 W 8

PERWIRA 4 0 35 35 30 30 30 30 30

MOTO 4 0 30 30 25 30 30 25 25

GIRLS 4 0 35 35 20 2 0 2 0 2 0 2 0

REMPIT 4 0 4 0 25 20 25 25 25 25

ASTRO 4 0 4 0 25 30 30 2 0 2 0 20

T h e t r e n d a s in T a b l e 8 i n t h e C L g r o u p s h o w s t h e girls e v a l u a t e d e a c h o t h e r l o w e r t h a n t h e b o y ' s t e a m w a s a l s o o b s e r v e d i n C D i C L g r o u p as s h o w n in T a b l e 9. E v e n t h o u g h f r o m t h e o b s e r v a t i o n o f t h e r e s e a r c h e r a n d t e c h n i c i a n s r e g a r d i n g t h e s t u d e n t s ' w o r k w h e r e t h e y h a v i n g difficulty w i t h t h e w o r d p r o b l e m s o l v i n g , t h e b o y s s e e m e d t o a w a r d h i g h e v a l u a t i o n p o i n t s t o e a c h o t h e r a s c o m p a r e d t o t h e g i r l s1 t e a m s M A W A R a n d

G I R L S . T h i s i n t e r e s t i n g p h e n o m e n o n w i l l b e u s e d as t h e b a s i s for t h e i n t e r v i e w s later o n b e t w e e n t h e r e s e a r c h e r a n d t h e s t u d e n t s .

Differences in the learning processes i.e., learning interaction between groups

A l l g r o u p s p l a y e d t h e s t a n d a r d l e a r n i n g p r o c e s s s u c h as t e a c h i n g , l e a r n i n g a n d a s s e s s m e n t . T h e c o n v e n t i o n a l g r o u p r e p l i c a t e d t h e c o m f o r t a b l e t e a c h a n d l e a m m e t h o d l i k e t h e i r f o r m e r s c h o o l s . C L o n l y g r o u p p l a y e d o u t t h e 5 different r o l e s S T A D as n e e d e d w h i l e s o l v i n g w o r d p r o b l e m . T h e s o l u t i o n s h e e t g i v e n out w a s u s e d t o g u i d e t h e i r u n d e r s t a n d i n g in m a t h e m a t i c s . T h e y a r e r e q u i r e d t o sit for s h o r t test 10 m i n u t e s b e f o r e t h e s e s s i o n e n d e d . T h i s p r o d u c e d s o m e t e a m c o m m i t m e n t s a n d a c c o u n t a b i l i t y . T h e C D o n l y g r o u p tried d y a d m e t h o d w h i l e u s i n g t h e c d a n d t h e y c o u l d h e a r o t h e r p a i r s d i s c u s s i n g a n d t a l k i n g a l o u d at o t h e r t e r m i n a l s . O n c e t h e y c o m p l e t e d t h e s u b - m o d u l e s f r o m t h e C D after t h e 2 0t h m i n u t e t h e y w e r e g i v e n h a n d o u t s t o d i s c u s s W P S .

F i n a l l y t h e C D i C L u s e d t h e c d for 2 0 m i n u t e s a n d t h e n e x t 2 0 m i n u t e s t h e y p l a y e d o u t t h e S T A D roles as r e q u i r e d b y C L m e t h o d . T h e y g o t the s o l u t i o n s h e e t in g u i d i n g t h e i r u n d e r s t a n d i n g a n d t h e y sat for short 10 m i n u t e test s i m i l a r t o C L g r o u p .

T h e d i f f e r e n c e s a r e t h e a m o u n t o f g r o u p i n t e r a c t i o n b e t w e e n C D i C L , C L m e t h o d s a n d C D o n l y m e t h o d . O t h e r differences a r e q u a l i t y o f d i s c u s s i o n w o u l d b e different b e t w e e n t e a m s o f s i z e 5 c o m p a r e d t o t e a m o f size 2 . T h e q u a l i t y o f i n t e r a c t i o n a n d d i s c u s s i o n w o u l d b e m o r e i n t e n s e if all t e a m m e m b e r s w e r e p u t t i n g s e r i o u s effort i n W P S . B u t s o m e t i m e s it w a s n o t i c e d that t e a m o f s i m i l a r ability c o u l d function b e t t e r ( c o m p l e t i n g t h e s u b m o d u l e s f r o m t h e C D faster a n d a c c u r a t e ) c o m p a r e d to p a i r s o f different l e v e l o f ability. T e a m that h a s m i x e d g e n d e r l o o k s m o r e v i b r a n t i n t h e i r i n t e r a c t i o n as c o m p a r e d t o t e a m s o f s i m i l a r g e n d e r . A n o t h e r i m p o r t a n t o b s e r v a t i o n w a s n o t all h i g h a c h i e v e r s ( l e a d e r ) c a n l e a d t h e i r t e a m w e l l . F e w a v e r a g e ability p e e r s c a n function as effective l e a d e r s b e c a u s e t h e y w e r e b o r n l e a d e r s w i t h s o c i a l skills like p e r s u a s i o n a n d g o o d p e r s o n a l i t y . C D a n d c o n v e n t i o n a l g r o u p s w e r e e x p o s e d t o s h o r t a n d d i r e c t e d q u e s t i o n b y the r e s e a r c h e r w h i l e C L a n d C D i C L w e r e g i v e n s o m e e x p e r i e n c e in h a n d l i n g c o g n i t i v e a n d m e t a c o g n i t i v e t h i n k i n g q u e s t i o n s , i.e., ' w h y ' q u e s t i o n s .

D i s c u s s i o n

p r o b l e m s b y t h e r e s e a r c h e r d i d n o t h e l p t h e s t u d e n t s in t h e l o n g r u n . S t u d e n t s w h o i m p r o v e d c o n c u r s t o M o r e l l et al. ( 2 0 0 1 ) w h e r e t e c h n o l o g y i m p r o v e s l e a r n i n g b y e n c o u r a g i n g g r o u p s t o f u n c t i o n a c t i v e l y i n t h e c l a s s r o o m . P a r t i c i p a n t o b s e r v a t i o n m e t h o d o l o g y f o u n d that t h e t e a c h e r ' s v o i c e a n d q u e s t i o n i n g t e c h n i q u e s p l a y e d i m p o r t a n t r o l e s as p a r a l l e l t o F e l d e r s ( 1 9 9 1 ) s i n c e t h e v o i c e p l a y e d a n i m p o r t a n t p a r t in c o n s t r u c t i n g m a t h e m a t i c a l u n d e r s t a n d i n g . It w a s f o u n d that if p r o b l e m s o l v i n g w a s n o t p r o p e r l y g u i d e d m a n y s t u d e n t s w o u l d b e off-task. T h i s d e m a n d a lot o f e n e r g y t o i m p l e m e n t ( S l a v i n , 1995). S o m e g r o u p w o r k failed t o p r o d u c e i m p o r t a n t i m p a c t d u e t o t h e l a c k o f m o t i v a t i o n , interest a n d c o m m i t m e n t s l e v e l a m o n g t e a m m e m b e r s e s p e c i a l l y b y i n t r o d u c i n g W P S . W P S d e m a n d e d t h r e e l e v e l s of skills - c o m p r e h e n s i o n , m a t h e m a t i c a l m o d e l a n d finally s o l v i n g t h e m o d e l . T h i s is h a r d b e c a u s e s o m e l o w a c h i e v i n g l e a r n e r s t o o k t i m e t o l e a r n n e w skills like w r i t i n g m a t h e m a t i c a l s y m b o l s . T h u s t h e r e is a p o s s i b i l i t y that p e e r a s s e s s m e n t f o r m s a r e filled u p w i t h s o m e feeling o f h a n d i c a p s o f W P S . S o m e m i s c o n c e p t i o n s b e t w e e n a r i t h m e t i c a n d a l g e b r a c o u l d b e s o l v e d if t h e r e s e a r c h e r w a s t r a i n e d o n c o r r e c t m a t h e m a t i c s q u e s t i o n i n g t e c h n i q u e s that w e r e c o n s i d e r e d vital for c o g n i t i v e d e v e l o p m e n t a n d m a t u r i t y p a r a l l e l to M o u r s u n d ( 2 0 0 6 ) p r o p a g a t e d . T h i s m a t u r i t y d i d n ' t h a p p e n in C D i C L w h i c h r u n for t w o m o n t h s o n l y .

b e t w e e n e f f e c t i v e n e s s , p r e p a r e d n e s s a n d p e r c e p t i o n o f e a c h s t u d e n t i n a n y C L t e a m s as p a r a l l e l t o S l a v i n ( 1 9 9 5 ) . I n short, t h e b e n e f i t s in K B P w e r e l i m i t e d b e c a u s e t i m e c o n s t r a i n t ( 1 h o u r l a b o r a t o r y p e r w e e k ) a n d difficulties e n c o u n t e r e d in E n g l i s h C D c o n t e n t s a n d i n t e r p r e t i n g W P S i n t o m a t h e m a t i c a l s t r u c t u r e . T h e s t u d y c o n t r i b u t e d a b i t for M a l a y s i a i n d e c i d i n g w h e t h e r m a t h e m a t i c s s h o u l d b e t a u g h t in E n g l i s h in all i n s t i t u t i o n s F u t u r e r e s e a r c h c o u l d try to e x t e n d t h e u s e o f C D i C L ( m a l a y l a n g u a g e ) in c h e c k i n g t h e m o s t l e a r n i n g effect u s i n g t e c h n o l o g y .

C o n c l u s i o n

T h e s t u d y set o u t to identify w h e t h e r t h e r e is a n i m p a c t o f i n t e r a c t i o n b e t w e e n t h r e e i m p o r t a n t c o m p o n e n t s o f t e a c h i n g a n d l e a r n i n g , n a m e l y l e c t u r e r s , s t u d e n t s , p e e r s w h i l e u s i n g C D i C L c o u r s e w a r e . T h e l e a r n i n g o u t c o m e s r e s u l t i n g f r o m u s i n g t e c h n o l o g y s u p p o r t e d c o l l a b o r a t i v e l e a r n i n g w a s that u s i n g C D i C L l e a d s t o m o r e s t u d e n t s ' i n t e r a c t i o n s as c o m p a r e d t o t h e c o n v e n t i o n a l m e t h o d a n d u s i n g C D i C L a l s o p r o d u c e s s u p e r i o r p r o b l e m s o l v i n g p e r f o r m a n c e w h e n c o m p a r e d t o t h e C L m e t h o d b u t n o t t h e o t h e r t w o m e t h o d s . T h e a v e r a g e a n d w e a k s t u d e n t s f r o m b o t h C D i C L a n d C D w a s f o u n d to l e a r n m a t h e m a t i c s u s i n g t e c h n o l o g y . T h e c o n t r i b u t i o n m a d e b y C D i C L t o w a r d s m a t h e m a t i c s e d u c a t i o n u s i n g M a y e r ' s c o g n i t i v e l o a d i n g p r i n c i p l e s w a s a l s o e x p l a i n e d .

A c k n o w l e d g e m e n t s

U T H M for financial s u p p o r t , E P R D M o H E , M r M o k h l i s Jaafar, D i r e c t o r , C u r r i c u l u m D i v i s i o n of D P C C E , M o H E , D i r e c t o r , all Staff D M S C a n d p a r t i c i p a t i n g 2 0 0 6 / 2 0 0 7 s t u d e n t s in K B P , P r i n c i p a l S M M e r a n t i , K e l a n t a n , a n d D I T 1 F T M M 2 0 0 5 / 2 0 0 6 b a t c h o f s t u d e n t s a n d M i s s W a h i d a h A b u B a k a r F T M M for t e s t i n g t h e c d .

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