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Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

机译:数学教学过程中基于课堂的短信整合

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A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study on students' perception before the integration and the students' attitude after the integration of text-messaging inside the classroom during the mathematics teaching-learning process was conducted. With 35-sample accountancy students at University of San Carlos, preliminary survey showed: 1) all of them have their own cellphone; 2) twenty-four out of 35 (68.57%) have airtime load everyday; and 3) all of them haven't experienced the integration of text-messaging in their teaching-learning process. Additionally, the students: 1) have a positive attitude towards mathematics; 2) agreed if the integration of text-messaging will be implemented; 3) still agreed after the implementation; and 4) evaluated the integration as effective. Furthermore, there is: 1) no significant difference between the before and after responses of the students on integration; 2) a significant relationship between the students' attitude towards mathematics and the students' perception on integration; 3) no significant relationship between the students' attitude towards mathematics and the students' attitude on integration; and 4) no significant relationship between the students' assessment on the effectiveness indicator of the integration and the students' attitude on integration.
机译:许多老师抱怨说,即使在上课时间,学生也在教室里“发短信”。以此为基础,在数学教学过程中,对课堂内文本信息融合之前的学生感知以及整合后的学生态度进行了研究。初步调查显示,圣卡洛斯大学有35个样本的会计专业学生:1)他们都有自己的手机; 2)35人中有24人(68.57%)每天都有通话时间负载; 3)他们都没有在教学过程中经历过文本消息的集成。此外,学生:1)对数学抱有积极的态度; 2)同意是否将整合文本消息; 3)实施后仍同意; 4)评估整合是否有效。此外,还有:1)学生对融合的前后反应没有显着差异; 2)学生对数学的态度与学生对整合的看法之间存在重要关系; 3)学生的数学态度与学生的整合态度之间没有显着关系; 4)学生对整合效果指标的评估与学生对整合的态度之间没有显着关系。

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