Options
Students' perceptions of e-learning incorporated into lower secondary mathematics classroom learning environment
Author
Teng, Ah Geok
Supervisor
Quek, Choon Lang
Abstract
The main aim of this study was to investigate how the incorporation of an e-learning environment into the existing mathematics classroom learning environment would affect students' learning of mathematics. In order to find out whether the incorporation of the e-learning affected the students' learning of mathematics, this study examined the students' actual and preferred perceptions of their own secondary classroom learning environment and gender differences.
The sample used in this study comprised 76 Secondary 2 students from a government secondary school located in a neighbourhood area in Singapore. Using the perceptual approach, a modified psycho-social classroom learning environment instrument called the 'E-learning Classroom Environment Questionnaire' (ELCEQ) was administered to obtain the students' perceptions of their e-learning classroom environments. The collected data was analysed quantitatively.
The results, implications and suggestions for effective implementation of e-learning in lower secondary mathematics classrooms are also discussed in this study. The findings from this study revealed that the students perceived the learning environment with e-learning incorporated into face-to-face teaching to be positive. An analysis of the item mean revealed that students preferred a more favorable Mathematics classroom learning environment than they perceived as currently present. In addition, a comparison of gender differences between the boys and girls based on their perceptions of the incorporated e-learning mathematics classroom environment in this study showed that the girls were found to perceive their mathematics classroom learning environment more favorably than the boys.
The sample used in this study comprised 76 Secondary 2 students from a government secondary school located in a neighbourhood area in Singapore. Using the perceptual approach, a modified psycho-social classroom learning environment instrument called the 'E-learning Classroom Environment Questionnaire' (ELCEQ) was administered to obtain the students' perceptions of their e-learning classroom environments. The collected data was analysed quantitatively.
The results, implications and suggestions for effective implementation of e-learning in lower secondary mathematics classrooms are also discussed in this study. The findings from this study revealed that the students perceived the learning environment with e-learning incorporated into face-to-face teaching to be positive. An analysis of the item mean revealed that students preferred a more favorable Mathematics classroom learning environment than they perceived as currently present. In addition, a comparison of gender differences between the boys and girls based on their perceptions of the incorporated e-learning mathematics classroom environment in this study showed that the girls were found to perceive their mathematics classroom learning environment more favorably than the boys.
Date Issued
2004
Call Number
QA14.S55 Ten
Date Submitted
2004