Students' attitudes to learning mathematics with technology at rural schools in Sabah, Malaysia
The purpose of this study was to investigate students’ attitudes to learning Mathematics with Technology at rural Secondary Schools in Sabah, Malaysia. This study involved 17 Secondary rural and non-rural Secondary Schools in Sabah. A total of 613 Form 4, Form 2, and Form 1 students were randomly c...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English English |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/20370/1/Students.pdf https://eprints.ums.edu.my/id/eprint/20370/7/Students%27%20attitudes%20to%20learning%20mathematics%20with%20technology%20at%20rural%20schools%20in%20Sabah%2C%20Malaysia.pdf https://eprints.ums.edu.my/id/eprint/20370/ |
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| Summary: | The purpose of this study was to investigate students’ attitudes to learning Mathematics with Technology at rural Secondary Schools in Sabah, Malaysia. This study involved 17 Secondary rural and non-rural Secondary Schools in
Sabah. A total of 613 Form 4, Form 2, and Form 1 students were randomly chosen as respondents. Descriptive and inferential statistics were used to analyze the collected
data. The reliability of the instrument was analyzed by using the Statistical Packages for Social Sciences (SPSS) version 13.0 for Windows. Descriptive statistical analysis
showed that only 13.0% of rural Secondary School students possessed positive attitude to learning Mathematics with Technology as compared to 21.5% of students from non-rural Secondary Schools. Results of independent sample t-test has indicated that there was a significant difference (t = -2.424, df = 543, p < 0.05) in attitudes to learning Mathematics with Technology between rural and non-rural school students. Students from non-rural Secondary Schools possessed higher Confidence with Technology compared to students from rural schools. Inferentional statistical
analysis also showed that there was no significant difference in students’ attitudes to learning Mathematics with Technology based on gender, streaming, and level of
schooling. Therefore, Mathematics teacher is the main factors in how technology is used in classroom. Finally, school administrators should encourage Mathematics
teacher to use ICT (Information and Communication Technology) widely to enhance their teaching. |
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