Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics

Abstract

Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), an LMS for improving teaching and learning. The objective of the research reported on here was to determine whether Moodle improved Grade 10 learners’ conceptual understanding of the topic, functions, in mathematics. The research investigated two classes; one dependent upon a traditional chalk-and-talk teaching method (control), and another exposed to Moodle (experimental). It was found that learners constructed their own knowledge by drawing on resources embedded in Moodle and framed within a Social Constructivist theory. A hybrid e-learning framework was deployed; learners acquired knowledge by interacting with computers. Interaction was monitored and results were recorded using online surveys and tests. A quasi-experimental design was employed to compare the groups. The comparisons were statistically analysed. Results showed that the functionalities within the Moodle LMS were instrumental in improving conceptual understanding of mathematical functions.

Technology-Based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education Post COVID-19

“…Research indicates that using innovative and dynamic digital devices is advantageous to online teaching and learning groups [33]. This study shows that online technology-based pedagogy encouraged and founded cooperative interactions within the VCoP that was created [32,35]. Based on the analysis of the interview data, it was evident that the participants received encouragement and motivation from members of the VCoP.…”

Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods

“…For mathematics education, using graphical calculators, computers and mathematics software programmes (e.g., Sketchpad and GeoGebra) for communication, representing information and problem solving has increased [51,52]. Before COVID-19, much research [49,[53][54][55][56][57][58] was done on using technology, online courses, online resources and online platforms for teaching, learning and assessing mathematics. In the COVID-19 pandemic era, more research [4,8,[59][60][61] has been conducted and has revealed that lecturers and students are concerned about the strengths, challenges and limitations of using technology for teaching mathematics education.…”

“…Within the ambits of the community of inquiry model, participants in this study worked in a risk-free and safe online environment [58]. Based on the participant responses, social presence was founded on online communication and interaction between students and lecturers [54]. As was evident from the selected interview transcripts, technology-based teaching methods provided opportunities for lecturer and student interaction.…”

The Reimagined Approach to Promote the Use of Moodle in Teaching and Learning of First-Year Students

“…Various learning management systems (LMSs) are used by different universities to develop, manage and distribute digital resources for face-to-face and online teaching and learning [23]. The University of Venda piloted and adopted the Modular Object-Oriented Dynamic Learning Environment (Moodle), as a learning management system (LMS) for improving, accelerating and enhancing tuition [24]. Most importantly Moodle fosters innovation, and pedagogically informed instructional design to increase student engagement [21].…”