E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE
Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blen...
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doaj-e1e3e6b2d0584d14937afd2bab6450a72020-11-24T21:48:55ZengEmerald PublishingAAOU Journal1858-34312414-69942009-03-0141273610.1108/AAOUJ-04-01-2009-B003E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORERichard Ng0Abtar Kaur1Siti Farina Sheikh Mohamed2Latifah Abdol Latif3Ramli Bahroom4Open University MalaysiaOpen University MalaysiaOpen University MalaysiaOpen University MalaysiaOpen University MalaysiaOpen University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence.https://www.emeraldinsight.com/doi/pdfplus/10.1108/AAOUJ-04-01-2009-B003community of inquirymathematicsonline participationpre-instructionsupplemental instruction |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Richard Ng Abtar Kaur Siti Farina Sheikh Mohamed Latifah Abdol Latif Ramli Bahroom |
spellingShingle |
Richard Ng Abtar Kaur Siti Farina Sheikh Mohamed Latifah Abdol Latif Ramli Bahroom E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE AAOU Journal community of inquiry mathematics online participation pre-instruction supplemental instruction |
author_facet |
Richard Ng Abtar Kaur Siti Farina Sheikh Mohamed Latifah Abdol Latif Ramli Bahroom |
author_sort |
Richard Ng |
title |
E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE |
title_short |
E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE |
title_full |
E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE |
title_fullStr |
E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE |
title_full_unstemmed |
E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE |
title_sort |
e-mathematics: pre-instructional and supplement instruction and their impact of student's online participation and final exam score |
publisher |
Emerald Publishing |
series |
AAOU Journal |
issn |
1858-3431 2414-6994 |
publishDate |
2009-03-01 |
description |
Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence. |
topic |
community of inquiry mathematics online participation pre-instruction supplemental instruction |
url |
https://www.emeraldinsight.com/doi/pdfplus/10.1108/AAOUJ-04-01-2009-B003 |
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