This study explored the mathematics learning experiences of the geographically challenged students during the pandemic and develop an On-The-Go Android-based Learning Tool for mathematics learning in the challenged areas. It employed Educational Design Research (EDR) with phenomenography as a research method in the analysis stage. A semi-structured in-depth interview guide, Experts’ Acceptability Instrument, and Students’ Satisfaction Survey Instrument were used in this study. This research included six geographically challenged university students in a public state university, forty students for the tryout of the On-The-Go Android-based Learning Tool, and thirteen experts who evaluated the acceptability of the tool. Descriptive statistics namely mean and standard deviation were employed to analyze and interpret quantitative data while phenomenographic data analysis was used to analyze qualitative data. Results show that the experiences of the geographically challenged students in pandemic mathematics education were encapsulated in these four different categories of description: 1) new modality, new mathematics learning experience, 2) mathematics difficulty vis-à-vis teaching styles, 3) struggling, coping, and persisting, 4) a better mathematics experience, what should be. The developed On-The-Go Android-based Learning Tool in Logic for the course Mathematics in the Modern World follows the i-SPARK model (introduce, study, practice, assess, reflect, and key to correction) with a video explainer feature per topic. Experts have rated the tool in general and in all the indicators as “Highly Acceptable.” Students were highly satisfied after using the developed On-The-Go Android-based Learning Tool in general and in terms of all the indicators.

Authors:
Jahfet Nabayra, Aklan State University, Philippines

About the Presenter(s)
Dr Jahfet Nabayra is a University Postdoctoral Fellow or Instructor at Aklan State University in Philippines

See this presentation on the full schedule – Wednesday Schedule

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