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Richard Ng, PhDOpen University Malaysia
14 - 15, Nov 2011, Kuala Lumpur, Malaysia
Social Media and the Teaching of Mathematics in a Lifelong Learning Environment
Prof. Dr. Latifah Abdol LatifOpen University Malaysia
Overview of Presentation
2. Problem Statement
3. Conceptual Model
4. Research Methodology
5. Findings
6. Conclusion
7. Recommendations
1. Introduction
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ICLLL2011
1. Introduction:
At OUM courses are offered viaBlended Learning
Minimum F2F, Online Discussionvia MyVLE, and Self-Managed Learning
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Social Media such as Facebook,Blogs, YouTube and Slidesharewere used:
- to supplement learning- to engage learners- to hold informal discussion
2. Problem Statement:
Most learners are working adults
Left school for more than 5 years
Math has always been a difficultsubject
Difficult to do online discussiondue to poor support for mathematical symbols
Limited F2F contact hours makeslearning math more difficult
Cause high incompletion rate
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Cross Sectional study using a 63-item survey
Administered on 100 learners
To measure rate of participation and how it correlates withthe learners’ sense of community, satisfaction, intrinsic motivation and commitment to stay in their programmes
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T-Test was carried out to find if there is a statistical differencein the level of learners’ sense of community, satisfaction, intrinsic motivation and commitment to stay between learnerswho have high level of participation rate compared to thosewho have low participation rate
ICLLL2011
4. Research Methodology … (cont…)
5. Findings:
5.1 Demography:
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GenderMale Female Total
28 40 68
EthnicityM C I M C I Total
12 9 7 22 15 3 68
Age Group
21 - 30 31 - 40 41 - 50 > 50 Total
21 37 8 2 68
Attend Pre-Tutorial Workshop?
Yes No Total
47 21 68
No. of HoursSpent on FB
& Blog
< 1 hour 1 – 2 hours 2 – 3 hours > 3 hours Total
12 16 31 9 68
5.2 Mean Scores and Standard Deviation of Sense of Community, Satisfaction, Intrinsic Motivation and Commitment to stay:
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Mean Std. Deviation
Sense of Community 3.7941 .36849
Satisfaction 3.5897 .33015
Intrinsic Motivation 3.6441 .23269
Commitment To Stay 3.7691 .43888
5.3 Level of participation:
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The median point was found to be between 2 to 3 hours per week
5.4 Spearman Correlation:
Sense ofComm
SatisfyIntrinsic
MotivationCommitTo stay
AttendWorkshop
HoursSpent
Attend Workshop
Correlation Coefficient
.686(**) .481(**) .356(**) .440(**) 1.000 .797(**)
Sig. (2-tailed) .000 .000 .003 .000 . .000
Hours spent per
week
Correlation Coefficient
.746(**) .554(**) .418(**) .527(**) .797(**) 1.000
Sig. (2-tailed) .000 .000 .000 .000 .000 .
5.5 Independent Samples T-Test:OPEN UNIVERSITYMALAYSIA
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Levene's Test for Equality of
Variancest-test for Equality of Means
F Sig. t dfSig. (2-tailed)
Mean Diff.
Std. Error Diff.
95% Confidence Interval of the
Difference
Lower Upper
SCIEqual variances assumed 5.444 .023 6.768 66 .000 .4757 .07029 .33538 .61605
Equal variances not assumed
7.436 63.343 .000 .4757 .06398 .34788 .60355
SATEqual variances assumed .115 .735 5.076 66 .000 .3529 .06951 .21408 .49164
Equal variances not assumed
5.277 64.673 .000 .3529 .06687 .21929 .48642
IMEqual variances assumed 3.900 .052 3.886 66 .000 .2025 .05211 .09845 .30655
Equal variances not assumed
3.661 45.400 .001 .2025 .05532 .09111 .31389
CTSEqual variances assumed 1.383 .244 3.769 66 .000 .3725 .09884 .17516 .56984
Equal variances not assumed
3.988 65.921 .000 .3725 .09340 .18602 .55898
5.6 Multiple Regression Analysis:
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Model R R2 Adjusted R2 Std. Error of the Estimate
1 .801(a) .641 .624 .26906
ModelSum of
Squaresdf Mean Square F Sig.
1
Regression 8.272 3 2.757 38.090 .000(a)
Residual 4.633 64 .072
Total 12.905 67
Model
Unstandardized Coefficients
Standardized Coefficients t Sig.
B Std. Error Beta
1
(Constant) -1.255 .518 -2.425 .018
Sense of Community .328 .122 .276 2.681 .009
Satisfaction .439 .134 .331 3.289 .002
Intrinsic Motivation .604 .204 .320 2.962 .004
6. Conclusions:
Results concurred with Lee and McLoughlin (2010) that with appropriate learning designs and pedagogical strategies, the social networking tool can
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Enhance Enrich Extend traditional distance education paradigms and increase connectivity and engagement of learners
Concurred with the findings by Ng (2010) that increased in the level of Engagement of learners will increase their level of - Sense of Community,
- Satisfaction and - Intrinsic Motivation and this has impact on their - Commitment to stay in their programmes
7. Recommendations:
As suggested by Hoffman (2009), social networking tool has both its advantage and problems for usage in teaching and learning
Learners need to be exposed first on how to use social network
Instructors and tutors should capitalised on the emergence of freely available Web 2.0 and open access tools which provide greater ability to customize online learning.
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