Assessing the effects of a collaborative problem-based learning and peer assessment method on junior secondary students' learning approaches in mathematics using interactive online whiteboards during the COVID-19 pandemic

Assessing the effects of a collaborative problem-based learning and peer assessment method on junior secondary students' learning approaches in mathematics using interactive online whiteboards during the COVID-19 pandemic

• Chan, Chi Lok Lawrence The Hong Kong Polytechnic University
• Shroff, Ronnie H. The Hong Kong Polytechnic University
• Tsang, Wing Ki The Hong Kong Polytechnic University
• Ting, Fridolin Sze Thou The Hong Kong Polytechnic University
• Garcia, Raycelle C.C. The Hong Kong Polytechnic University

International Journal of Mobile Learning and Organisation, 17(1), 6-31, 2023

Inderscience

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Collaborative Learning Problem-based Learning Peer Assessment Learning Approaches Deep Learning Interactive Online Whiteboards Mathematics Technology-enabled Active Learning

• Hong Kong

• 1997.7 onwards

• Secondary Education

Given the demands on instructors created by the COVID-19 pandemic, teachers have been compelled to integrate active learning pedagogies supported by mobile technologies to sustain students' interactive engagement. This study describes the implementation of a novel active pedagogy - the collaborative problem-based learning and peer assessment (Co-PBLa-PA) method, implemented through interactive online whiteboards (IOWBs) in junior secondary mathematics classes in Hong Kong. Data were collected from 87 Form 1 students and analysed to test three hypotheses postulating the main effects of the Co-PBLa-PA method on students' learning approaches using IOWBs. A pre-survey (SPQ) on students' learning approaches and a post-survey (SPQ) on students' learning approaches and their perceptions of technology-enabled active learning (TEAL) were administrated. Results showed the Co-PBLa-PA method, using IOWBs, increased students' learning performance and promoted significant deep learning. A significant positive correlation also emerged between deep learning approaches and students' perceptions of TEAL using IOWBs. Finally, limitations and directions for future research are discussed. Copyright © 2023 Inderscience Enterprises Ltd.

• English

Journal Articles

• 1746725X

• 10.1504/ijmlo.2023.128342

https://bibliography.lib.eduhk.hk/en/bibs/455f3d5f

2023-06-12