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

Chi Lok Lawrence CHAN, Ronnie H. SHROFF, Wing Ki TSANG, Fridolin Sze Thou TING, Raycelle C.C. GARCIA

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1 Citation (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)6-31
JournalInternational Journal of Mobile Learning and Organisation
Volume17
Issue number1/2
Early online date18 Jan 2023
DOIs
Publication statusPublished - 2023

Citation

Chan, C. L., Shroff, R. H., Tsang, W. K., Ting, F. S. T., & Garcia, R. C. C. (2023). 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. International Journal of Mobile Learning and Organisation, 17(1/2), 6-31. doi: 10.1504/ijmlo.2023.128342

Keywords

  • Collaborative learning
  • Problem-based learning
  • Peer assessment
  • Learning approaches
  • Deep learning
  • Interactive online whiteboards
  • Mathematics
  • Technology-enabled active learning

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