Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry

MASTER RESEARCH PROPOSAL hustling by Yeo Lian Ming 1. Title math nett-Based Learning For Malayan Secondary Schools In Geometry 2. Chapter 1 Introduction basis Of The Problem Learning of geometry is formally introduced in the Malaysian chief(a) maths broadcast. The accent mark in geometry increases as students progress to thirdhand direction, where about forty percent of the sixty topics in the five-year secondary mathematics curriculum comprises geometry content (Malaysian Ministry of Education, 1998).It is paramount that students at the beginning level of secondary education ar provided with logical debate skills to build on subsequently more rigorous experiences of formal geometry. The Curriculum and Evaluation Standards for School Mathematics (NCTM,2000), and other important literature in the area of mathematics education call for emphasis in geometry at all levels. Geometry is a unifying theme to the entire mathematics curriculum and as such(prenominal) is a rich sou rce of visualization for arithmetical, algebraic , and statistical concepts.For example, geometric regions and shapes are useful for knowledge work with the meaning of fractional numbers, equivalent fractions, ordering of fractions, and computing of fractions (Sanders, 1998, p. 20). However, geometric concepts are often unat endureed in elementary and middle level schools in favour of pedagogy computational skills ( Huetinck & Munshin, 2004 Noraini Idris, 2006 ).Various reasons related to numeral system itself, curricular materials, controlal practice, and cognitive development involve been proposed to explain students the difficulties with geometry. In many another(prenominal) Malaysian schools, the teaching and chequering of mathematics has been reported to be too teacher centred and that the students are not habituated enough opportunities to develop their own thinking (Malaysian Ministry of Education, 2001). This situation invariably results in students becoming passi ve receivers of information, which in many cases do not results in conceptual envisioning.Many students are not able to comprehend what their mathematics teachers teach especially on the topic of geometry because mathematics content is taught with the intention of finishing the syllabus and preparing for examinations. little regard is given to how well the students understand geometrical concepts. On the topic of geometry, students encounter difficulties in applying what they have learnt out-of-pocket to spatial inability and visualization difficultys. In secondary school, mathematics teachers biggest cause exception is to find a way how to get students interest to learn geometry.Through web-based learning, teacher discount give students a new and stimulating way to learn and practice mathematics when and where it is suitable for them. The use of computers in education can be utilized as a new technological support for the visualization of revoke concepts through computer-ge nerated virtual representations, allowing for the generation of mental good example of the geometrical concepts. Moreover, the use of the World Wide Web as an educational actors line medium has pushed the limits of instructional role.It is becoming commonplace for students to register for programs, access give materials, communicate and submit assignments, and retrieve grades electronically. Classrooms and conference facilities in schools around the world are web-friendly, with many religious offering video-conferencing or full virtual classroom facilities. But the real question is this does web-technology help or freeze learning? The best answer seems to be that it depends on the situation. Sometimes it helps. Sometimes it hinders.On the plus side, the Internet has locomote management education ahead by enabling rapid, easy access to education and information, shared workspace tools for collaboration, import communication and messaging, and online help. On the negative side , the quality of learning, more often than not, fails to meet expectations. Statement Of The Problem commandment and learning process in mathematics particularly in the topic of geometry is not an easy task. Students tend to fail in developing an adequate cause of the concepts, reasoning, and problem resolve skills.The lack of understanding in learning geometry often cause discouragement among the students, which invariably get out leads to poor performance in cosmos examination. A number of factors have been put forward to explain why learning geometry is difficult due to geometry language, visualization abilities, and ineffective instruction. Poor reasoning skills are also another area of concern among secondary school students. Many are unable to extract necessary information from given data and many more are unable to interpret answers and make conclusions.Traditional approaches in learning geometry emphasized more on how much the students can remember and less on how well the students can perform the process of problem solving that includes higher order mathematical thinking skills and reasoning. Thus learning becomes forced and creates anxiety among students and seldom brings satisfaction to the students. Objectives Of The Study This study will explore the ICT ability such as the web-based instructional objects as learning visual aids for the teaching and learning process in Geometry.This skill will raise the teaching and learning process in delivering the topics in Geometry. The study will address some of the primary issues that should be included in the curriculum design process to develop a more evoke learning experience that truly directs the students from a cognitive perspective, while encouraging or fostering a greater accomplishment in the students learning development particularly the visualization ability and problem solving skills.Scope Of The Study This study focuses on the curriculum design of web-based instructional objects for the t eaching-learning process that involves hands-on ability with emphasis on experiential model. From the experiential perspective, the goal is to provide an opportunity or event that will engage or involve the student in the active process of learning. Experiential web-based learning can go across when the following conditions are met during the design phase a )the appropriate level of cognitive and/or emotional domain is reached, causing the student to do much more than simply receive the learning or knowledge, ( b )the relationship between the type of knowledge establishes an implied level of student involvement, ( c )the outcomes are evaluated with compliancy to the domain (cognitive and/or affective) in terms of the type of knowledge. Once these steps are included during the design process, rather than as an afterthought, web based learning will become richer, and provide the student an genuine learning event.Significance Of The Study In designing instructional objects, emphasi s should be placed on designs that are conducive to meaty learning rather than designs that aim merely at presentation of objects. This study will examine the integration of technology, content, pedagogy and online manner of speaking as it affects the student learning experience. The process and model for creating interactive-rich learning environments is presented to improve their anatomy development practices and online classroom quality. . Chapter 2 Literature Review The application of instructional objects in the teaching and learning of mathematics helped the students to understand the subject matter more clearly through wise presentation making the learning of mathematics arouse and fun as well as easier to understand (Clarke Gronn, 2004). The wise use of web-based technology can help to break the boundaries between classroom and workplace, between possibleness and practice, and between the roles of instructor and learner.A second generation approach carefully designed and extended, can lead to many win-win solutions that can promote meaningful action-based learning that combines the best in technical and soft skills education in both classroom and workplace settings (Morgan, G. Adams, J. , 2009). However, there was a significant interaction effect between delivery model and prior web experience. This indicates that for some learners, certain delivery models may be more ffective for web-based environments (Ahern, T. Martindale, T. , 2001). The results of the upstart study showed that the learners who used the hybrid web based learning model displayed a better understanding of the necessary concepts and were able to apply their learning experiences to real life contexts better than the learners who were exposed to the traditional teaching method only (Naidoo, N. Naidoo, R. , 2006).With the current bodies of investigate and knowledge on development both of the learner, and the instructor, there is a need now more than ever to re-examine and dev elop a new model for instructional design. It may be necessary then, to abandon, or perhaps significantly modify, the traditional instructional design models that were grounded in behavioral terms in favor of a model that is more experiential (Kolb, 1984). 4. Chapter 3 seek Methodology Research Design ProcedureThrough the use of programs that can be downloaded from the internet such as Moodle an loose initiation Course Management System (CMS), an interactive course materials containing online activities such as self assessments, animations, and simulations on the topics in geometry can be produced to develop an e-learning websites to encourage self-learning and ability to seek for knowledge from various sources. These can improve learning and are often more enjoyable , flexible learning time and meaningful for students. Operational FrameworkThis study will adopt quasi-experimental design which consists of two groups of students. One treatment group will undergo the lessons of ge ometry using web-based learning while the other control group will be taught by traditional approach. I will conduct interviews, surveys and questionnaires to obtain empirical information on this research. Please have-to doe with to the attached Gantt chart. Assumptions Limitations This study will only use one instructional module entitled Geometry as the treatment period, and an expanded study should encompass the entire Mathematics subject.There are many other delivery models to examine in terms of effectiveness for web-based learning. Studies should be conducted using these models in combination. It would also be interesting to examine participant variables (age, gender, prior experience, etc. ) and the effectiveness of various delivery models. Research Planning enrolment Preparation Phase Study the content of geometry. A literature review of the web-based learning by anterior research endeavours will be conducted to complete and narrow down the orientation I will take for the following steps of my research.Analysis Phase Observe a group of students to identify problems in teaching-learning the topic of geometry and go the types of instructional object activities in the web-based learning. Design Phase Select a few subtopics of geometry as the research target. Employ experiential model to produce interactive course materials for geometry which containing online activities by using Moodle an Open Source Course Management System. Application Phase Test the instructional objects on the sample group to hive up data in terms of web-based learning quality, analyze the results and draw conclusions.Evaluation Phase Refining and enhancing the interactive course material of geometry in the web-based learning. 5. Chapter 4 Expected Findings and Summary The rapid expansion of web-based learning necessitates examining its effectiveness because instruction is more than simply displaying information. Instruction requires an integrated fit that considers the co ntent, the current state of the student and the delivery model to achieve success.The most important long-term outcome of web-based learning may be the studentss increased capabilities to learn more easily and effectively in the future, both because of the knowledge and skill they have acquired and because they have know learning processes. That implies that a major role in teaching is to create powerful learners. In conclusion, I hope that the students can apply their knowledge of geometry to solve the mathematical problems as well as chance(a) problems they face in daily life through this web-based learning.