The impact of collaborative problem posing and solving with ubiquitous-decimal app in authentic contexts on math learning

Ika Qutsiati Utami, Wu Yuin Hwang

Research output: Contribution to journalArticlepeer-review

Abstract

The research focuses on integrating collaborative problem posing and solving (CPPS) activity into mathematics learning practice with authentic contextual support. We designed a ubiquitous learning application called “U-Decimal” to facilitate CPPS activity supporting decimal learning. The application facilitated the CPPS activity in three ways: designing questions in an authentic context, answering questions designed by students and teachers, and peer assessment. The study aimed to investigate the effect of student’s learning behaviors in CPPS activity supported by U-Decimal on their decimal learning achievement. In total, 54 fourth graders from two different classes were engaged in the experiment. The experimental group completed CPPS activity using U-Decimal installed on tablet PCs, whereas the control group followed traditional CPPS activity with a paper-based approach. The results highlighted three main findings. First, the experimental students scored significantly higher on the post-test than the control students. Second, this study found the contributing functional aspects (i.e., picture-taking function, multimedia-text and voice explanation, and peer assessment) and behavioral factors that predict learning achievement (i.e., quality of multiple-choice question design, quality of comment, and explaining answer using multimedia-text and voice explanation). Most importantly, our findings showed that U-Decimal is useful in supporting decimal learning achievement.

Original languageEnglish
JournalJournal of Computers in Education
DOIs
StateAccepted/In press - 2021

Keywords

  • Academic achievement
  • Collaborative learning
  • Elementary school
  • Problem-posing
  • Problem-solving
  • Ubiquitous learning application

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