• Perceptions of tech-augmented learning in basic mathematics among university students: A case of matrix algebra tools

    Author(s):
    Joshua Abah (see profile) , Benjamin Ogbole Abakpa, Abel Okoh Agbo-Egwu
    Date:
    2018
    Subject(s):
    Instructional design, Instructional technology, Mathematics
    Item Type:
    Article
    Tag(s):
    Technology augmented learning, Matrix Apps, Matrix Algebra, Mathematics Education, Technology integration models
    Permanent URL:
    http://dx.doi.org/10.17613/M65K42
    Abstract:
    This study was designed to gauge first-year students’ patterns of classroom interactions and perception while using certain Matrix Algebra tools to augment a Basic Mathematics class. Survey research design was adopted and the Tech-Augmented Learning Questionnaire (TALQ) was used as the instrument for data collection from sixty (60) first-year students enrolled on the course at a Federal University in North Central Nigeria. The results of the study indicate a high positive perception of the technology augmentation with an overall mean of 4.19, which was reasonably above the TALQ metric benchmark of 3.0. The students expressed that they liked the tech-augmented learning activities, felt a high sense of satisfaction and achievement, and had a high expectation for their personal academic performance as a result of the tech-augmented learning activities. The students accepted that the approach used in the course improved their computational skills and allowed them to work at their own speed to achieve learning objectives. Based on the findings of the study, it was recommended that classroom instruction should be planned around available technological tools to enrich students learning experience, particularly in Mathematics education.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    1 year ago
    License:
    Attribution-NonCommercial-ShareAlike
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