Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration Towards Students’ Perception of Math Anxiety

Abstract

The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

Engaging Learning Experience: Enhancing Productivity Software Lessons with Screencast Videos

“…The demonstration in the video is not only easily replicable by viewers, but the commentary also provides a greater comprehension of each of the steps shown. According to a study on learning calculus via ScreenPal (formerly known as Screencast-O-Matic) conducted in Indonesia, while developing educational videos, the message to be transmitted must be clear and precise, user-friendly, have good visualisation, and be accessible at any time and from any location [22]. Previous studies have shown that videos are more of a supplement tool to support the learning of specific topics exclusively [23].…”

“…YouTube is one of the most popular platforms for finding a variety of screencast tutorials. Screencasts are a go-to option because of the visual guidance and ease of learning, and have been implemented in a variety of educational settings, including mathematics [17,22], computer science [18,26], and statistics [23,28], to name a few.…”

“…It is also found that when the duration of the screencast is brief, it has a greater impact on students' learning and absorption because it allows students to easily identify the essential information within the video [35,36]. In a study of 41 Calculus students who used ScreenPal, a screencasting software, it was discovered that this method of learning has a positive effect on reducing the students' mathematics anxiety levels [22].…”

Keefektifan Model Demonstrasi dengan Media Screencast O Matic untuk Meningkatkan Sikap Nasionalisme dan Hasil Belajar PKn

“…Media merupakan suatu alat yang dapat digunakan guru untuk menyampaikan materi pembelajaran kepada siswa agar mudah diterima dan mudah dipahami oleh siswa (Sudarsono, 2021). Media yang dipilih guru untuk digunakan dalam pemeblajaran harus mudah dimengerti siswa dan mudah digunakan (Soesanto and Dirgantoro, 2021). Selain itu media yang digunakan harus mudah diperoleh sehingga tidak menyulitkan guru maupun siswa dalam mencari media tersebut.…”

Indonesian students’ perceptions towards AI-based learning in mathematics

“…In context of learning in remote areas and among students with lowsocio-economic status, the simple application called WhatsApp has been adopted as learning media which further assisted the process of mathematics learning (Raynal & Light, 2021;Wong, 2020;Wulandari & Mandasari, 2021). Moreover, the presence of technology platforms in supporting mathematics education has shown positive impacts as reducing anxiety (Delima & Cahyawati, 2021;Soesanto & Dirgantoro, 2021a;Varghese, 2020), improving students' learning (Kalogeropoulos et al, 2021), and improving students' motivation for learning (Randall, 2022;Seidu & Owusu-boateng, 2022). Besides, Information and Communications Technology (ICT) innovation used in mathematics education has grown rapidly, and thus affected the percentage of mobile devices usage among teachers and students (Alabdulaziz, 2021;Gaol & Hutagalung, 2020;Rachmavita, 2020).…”