Using Technology and Online Tools to Support the Cooperative Learning Approach in the Mathematics Instructional Design Course for Undergraduate Students

Abstract

This study aims to 1) develop the learning activities in the Mathematics Instructional Design course based on the cooperative learning approach together with technology and online tools for undergraduate students and assess the suitability of the developed learning activities using expert feedback 2) study the mathematics instructional design ability of the undergraduate students. A purposive sample was used to select five experts in instructional design and mathematics teaching. The sample used for the experiment consisted of 30 undergraduate students majoring in Teaching Mathematics, the Faculty of Education. They were selected by purposive sampling. The research instruments were mathematics instructional design ability assessment forms and questionnaires with a five-point rating scale and open-ended questions. The data were analysed using t-test, descriptive statistics and content analysis. The results showed that: 1) the developed learning activities in the Mathematics Instructional Design course consisted of eight activities integrated with seven technologies and online tools that promote interaction among students and teachers, and the experts agreed that the developed learning activities were generally appropriate at a very high level, with an average of 4.39; 2) after the experiment, the mathematics instructional design ability of the undergraduate students was higher than the criterion of 75%. The students indicated that they were able to design mathematics instruction more interesting. They also communicated more with their classmates and practiced collaborating with others by using technology and online tools.

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Author Information
Sunisa Sumirattana, Srinakharinwirot University, Thailand
Panuwat Butriang, Srinakharinwirot University, Thailand

• Category: Higher Education

Posted by James Alexander Gordon

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