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Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education
Representations of chemical phenomena in secondary school chemistry textbooks
Representations of chemical phenomena in secondary school chemistry textbooks
by Johnson Enero Upahi
Keep ReadingGrowth and application of literacy skills by rural Zambian mothers with assistance from their children
Social media and student performance: the moderating role of ICT knowledge
Social media and student performance: the moderating role of ICT knowledge
by Robert Kwame Dzogbenuku
Keep ReadingSome of the potential affordances, challenges and limitations of using GeoGebra in mathematics education
by Yismaw Abera Wassie
In the modern era where technology usage is a tradition of the generation, integrating the teaching and learning with mediums that could catch up and satisfy pupils' interest is noteworthy. In line with this, the contributions of GeoGebra in the teaching-learning of mathematics: as a tool to foster students' interest and achievement, and as an environment to flourish different learning styles are explored in this study. Besides, the cautions to consider before implementing a GeoGebra integrated lesson with the challenges, limitations and areas of future development are indicated. Among these: the belief and technology fluency of users and the student class ratio are found to be among the challenges for effective integration of GeoGebra in mathematics lessons. The difficulty of some commands in the input bar especially for students and teachers with no prior programming experience are considered among the limitations of GeoGebra. © 2019 by the authors.
Representations of chemical phenomena in secondary school chemistry textbooks
by Johnson Enero Upahi
The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students' understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and learning resources. As learning resources, textbooks are ubiquitous and usually readily available to both students and teachers. Therefore, this study investigated how chemical phenomena are represented or depicted in secondary school chemistry textbooks. We adopted a rubric developed by Gkitzia et al. (Gkitzia V., Salta K. and Tzougraki C., (2011), Development and application of suitable criteria for the evaluation of chemical representations in school textbooks, Chem. Educ. Res. Pract., 12, 5-14) to analyze the textbooks for types of representations; relatedness of chemical representations to text; and the appropriateness of captions. The results indicated the dominance of symbolic representations, followed by sub-microscopic, then hybrid and multiple representations. In all three textbooks, there was no evidence of mixed representation. While many of the chemical representations were completely related to the texts, some were unlinked. The germaneness of suitable captions in textbooks is in the explicit, brief and concise explanation that captions give to an entire representation. While our results indicated that more than half of the representations had suitable captions, there was evidence of representations that were problematic and had no captions. The implication of these results for students' cognitive load, and the need for textbook-users to explore alternative resources that depict phenomena in 2D or 3D representations are discussed. © 2019 The Royal Society of Chemistry.
Growth and application of literacy skills by rural Zambian mothers with assistance from their children
by Jacob Chomba Nshimbi
The main objective of this case study was to use children as models to assist their parents in acquiring literacy with the help of a phone-based literacy game. Eight women in rural Zambia were loaned phones with GraphoGame (TM), a digital literacy game, to use as a resource for literacy learning, with the assistance of their children. The participants were given literacy tests before the intervention and after their exposure to GraphoGame to determine the impact of the intervention. Analyses using t-tests and a Mann-Whitney U test found that the parents' performance on the literacy tests improved significantly after the intervention period, compared with their pre-intervention performance. Furthermore, key informants indicated that the parents who participated in the study improved their literacy skills in various social and community interactions, as compared with parents within the same community who were not exposed to the game. Thus, the study showed that it is possible to use literacy technology to teach literacy to illiterate rural adults with the help of their children. The study concluded that literacy can play an important role in increasing community participation and consequently community improvement for rural women.
Social media and student performance: the moderating role of ICT knowledge
by Robert Kwame Dzogbenuku
Purpose: This study aims to determine the impact of social media usage on university student’s academic performance in Ghana. Design/methodology/approach: A quantitative research method was used for the study. With the aid of a simple random sampling technique, quantitative data were obtained from 373 out of 400 respondents representing 93 per cent of volunteered participants. Data collected was analysed using structural equation modelling to establish the relationship among social media information, social media entertainment, social media innovation, social media knowledge generation and student performance. Findings: The findings of this study indicate that social media information, social media innovation and social media entertainment all had a significant positive influence on social media knowledge generation, which has wide learning and knowledge management implications. Also, the study indicated that information computer technology knowledge moderates the relationship between social media and student performance. Research limitations/implications: The sample taken was mainly cross-sectional in nature rendering the inference of causal relationships between the variables impossible. Future researchers should adopt a longitudinal research design to examine causality. Finally, the study was limited to only university students in Accra, Ghana. Future research can extend to a bigger student population and to other West African and African countries. Practical implications: This paper will serve as a profitable source of information for managers and researchers who may embark on future research on social media and academic performance. The findings that social media information, innovation and entertainment can likewise enhance social media knowledge generation can help managers and university teachers to use the vehicle of innovation and entertainment to communicate knowledge. Social implications: The findings of this study will help policymakers in education and other industries that engage the youth to realise the important factors that can make them get the best in the social media space. Originality/value: Social media usage in academic performance is increasingly prevalent. However, little is known about how social media knowledge generation mediates between social media usage and academic performance and, furthermore, whether the information computer technology knowledge level of students moderates the relationship between social media knowledge generation and academic performance of university students in sub-Saharan Africa, particularly Ghana. Theoretically, the findings of this study provide clear research evidence to guide various investigations that can be done on the relationships of the variables under social media usage, knowledge generation and university student performance, which advances the diffusion of new knowledge. © 2019, Emerald Publishing Limited.
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