Volume 5 - Issue 1
The current concept of architectural design education in most schools of architecture in Jordan is a blend between manual and digital approaches. However, the disconnection between these two methods has resulted in the students' failure to transfer skills learnt through traditional methods to the digital method of CAAD. The objective of this study is twofold: to first compare students’ attitudes toward using both methods and to then assess the impact of CAAD use on the quality of architectural design final product. An open-ended questionnaire was designed to measure variables related to students’ preferences toward CAAD and traditional methods. The quality of sixty graduation projects at three Jordanian universities was investigated. The results appear to support the assumption that CAAD tools are used largely as visual means and thereby cause a marked decline in design quality. These findings call for a reconsideration of the status quo and a rethinking of perhaps the entire architectural educational modelView it in PDF
Graphing function is an important issue in mathematics education due to its use in various areas of mathematics and its potential roles for students to enhance learning mathematics. The use of some graphing software assists students’ learning during graphing functions. However, the display of graphs of functions that students sketched by hand may be relatively different when compared to the correct forms sketched using graphing software. The possible misleading effects of this situation brought a discussion of a misconception (asymptote misconception) on graphing functions. The purpose of this study is two- fold. First of all, this study investigated whether using graphing software (GeoGebra in this case) helps students to determine and resolve this misconception in calculus classrooms. Second, the reasons for this misconception are sought. The multiple case study was utilized in this study. University students in two calculus classrooms who received instructions with (35 students) or without GeoGebra assisted instructions (32 students) were compared according to whether they fell into this misconception on graphing basic functions (1/x, lnx, ex). In addition, students were interviewed to reveal the reasons behind this misconception. Data were analyzed by means of descriptive and content analysis methods. The findings indicated that those who received GeoGebra assisted instruction were better in resolving it. In addition, the reasons behind this misconception were found to be teacher-based, exam-based and some other factors.View it in PDF
This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The sample was chosen through the stratified and cluster sampling procedure. The students were chosen randomly depending on the regions of their school attendance. The sample for this research numbered 3170 students. The research was conducted in the second term of the 2014-2015 academic year. The data were obtained through online forms and the bases of participation are honesty, sincerity, and volunteerism. The data collection tool is a questionnaire and a demographic information form prepared by the researchers. Chi-square Automatic Interaction Detector (CHAID) analysis was conducted through SPSS in order to determine the demographic factors affecting the purposes of internet usage among high school students. The results of this research show that 9th grade students in Turkey mostly use the Internet to do homework while students from other grades mostly use the Internet for social networking. The male students use the Internet for playing video games more frequently in comparison with female students. Also, socioeconomic status affects the purpose of Internet usage. Hence it is suggested that teachers talking to male students might use the examples of computers and games and with female students they might relate the topics to social media.View it in PDF
Secondary School Mathematics Teachers’ and Students’ Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica ExampleMehmet Alper Ardıç Tevfik İşleyen
This study aims to determine the secondary school mathematics teachers and students’ views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adıyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers about Mathematica program, a computer algebra system (CAS) and CAMI. Then, they provided a suitable environment for teachers to practice CAMI with their students to teach quadratic functions (parabola). Case study, a qualitative research design, was utilised in the study. Semi-structured interview forms were used as data collection tool. The interview data were analyzed using descriptive and content analysis, and the codes and themes related to the topic were obtained. The findings revealed that all the teachers found CAMI implementations interesting as supported by students’ views. While all mathematics teachers wanted to benefit from CAMI in mathematics and geometry courses, most of the students asked CAMI to be used in different courses. It was found out that students did not have any problems about the Mathematica used with CAMI activities. However, it was also revealed by one student and one teacher that involving CAMI constantly in the courses would hinder the preparations for the university entrance exam.View it in PDF
During this era, students need to grasp the concept of geometry instead of memorising formulae. This is important for them to further their knowledge in geometry. The purpose of the research was to determine whether Geogebra Software influences year one students’ performance in geometrical reflection. The research utilised an experimental research method. A total of 24 Year One students were randomly selected from an international school. The research used pre-test and post-test. The sample selected were taught and learnt by using Geogebra Software after the pre-test. Then, a post-test was given to the students. A paired sample t-test was conducted and the results indicated a significant difference between pre-test and post-test. The research also conducted ANOVA to test the group of gender and the group of the students’ ability on students’ performance on geometrical reflection. The findings show a significance difference at the p < .05 level in scores for two gender groups F (1, 23) = 14.848. There was also a significant difference at the p < .05 level in scores for three ability groups F (2, 23) = 15.070. In conclusion, the study implies using Geogebra Software enhances students’ performance in geometrical studies. Implementing teaching and learning geometry using Geogebra Software would help students to explore the concept more in detail and help them to build and develop their knowledge of geometry.View it in PDF
Message from the editor-in-chief
Malaysian Online Journal of Educational Technology (MOJET) highlights the current issues in educational technology. MOJET is an international, professional referred journal in the interdisciplinary fields sponsored by Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing the emerging issues on educational technology for readers who share common interests in understanding the developments of the integration of technology in education. The journal is committed to providing access to quality researches raging from original research, theoretical articles and concept papers in educational technology.
In order to produce high quality journal, extensive effort has been put in selecting valuable researches that contribute to the journal. I would like to take this opportunity to express my appreciation to editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.
Professor Dr. Saedah Siraj
Editor in chief