A Concept Attainment Model Using Cloud-Based Mobile Learning to Enhance the Mathematical Conceptual Knowledge of Undergraduate Students

Abstract

The COVID-19 situation has affected the instructional process, with both students and instructors having to adapt to the conditions that have emerged. The inclusion of online tools as part of teaching and learning is imperative, especially in mathematics courses, in order to provide knowledge and to create a learning environment as close as possible to face-to-face learning. This study focuses on the mathematical conceptual knowledge of undergraduate students using a concept attainment model. This consists of a three-phase learning process involving the presentation of information and conceptualization, a conceptual comprehension test, and an analysis of thinking strategy. It also features the implementation of cloud-based mobile learning features, including cloud learning devices, cloud learning services, and cloud learning environments as the components of the proposed instruction model. The model was evaluated by experts before being used to investigate the mathematical conceptual knowledge of undergraduate students and how pre-test scores differ from post-test scores. Descriptive statistics and t-test were used to analyze the data. The results revealed that the overall scores for the suitability of the model indicate that this approach is most suitable, and that students learning through a concept attainment model using cloud-based mobile learning obtain a higher post-test score in mathematical conceptual knowledge compared to their pre-test score, at a level of .05 statistical significance. The framework of this study can be useful for mathematics instructors or others educators when it comes to applying it in order to develop students in mathematics contexts.

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