Monday Online Presentation Session 1 Learning Experiences

Session Chair: Cheng Gong

08:00-08:25

68619 | The Use of Mathematics Modules in Supporting Self-Regulation Among Junior High School Students in a Flexible Online Learning Environment

Rio Jane Diaz, San Beda University & University of Santo Tomas, Philippines

Evelyn Songco, University of Santo Tomas, Philippines

Examining how students manage their learning through the mathematics modules in a flexible online learning setup can help educators plan and implement a curriculum in this environment. Hence, this study aims to assess the use of mathematics modules in supporting students’ selfregulation in a flexible online learning environment. This study utilized an explanatory sequential mixed methods design. The Online Self-Regulated Learning Questionnaire (OSLQ) evaluated the students’ self-regulation. After analyzing the results from the OSLQ, focus group discussions, and individual interviews were conducted. The results showed a significant difference between students in grades 7 and 10 in terms of selfregulation. The study discovered that JHS students “often” use environment structuring, goal setting, time management, and self-evaluation strategies. However, they rated themselves “sometimes” in using help-seeking and task strategies. Findings from the focus group discussion and interviews revealed that different features of the math modules, such as the module planner, pre-test, list of most essential competencies, module activities, answer key, and self-check activities, allowed the JHS students to engage in forethought, performance, and self-reflection phases of self-regulation. However, challenges in using the modules emerged, such as heavy workload, the irrelevance of activities, student attitudes, and teacher factors. Overall, the students and teachers have positive experiences using mathematics modules. The research findings could be used to improve schools’ existing programs and establish best practices for using modules in a flexible online learning environment.

08:25-08:50

69826

| Developing Probabilistic Intuitive-Thinking Using Discovery and Reflective Teaching-based Approaches

Kier Baugbog, Ateneo de Manila University, Philippines

Catherine Vistro-Yu, Ateneo de Manila University, Philippines

This study determined the mechanisms pupils’ employ in judging probabilistic situations using their intuition and the effect of using discovery and reflective teaching-based approaches in developing pupils’ probabilistic intuitive thinking, prior to their learning of basic probability concepts. Discovery and reflective teaching-based approaches refer to a teaching strategy that is centered on activities where students are presented with situations that require them to judge probabilistic situations using their initial thinking (labeled as intuition in this study), analyzing and investigating their intuition, and reflecting on their judgments. The participants were from two randomly selected sections of 5th and 6th grade pupils in a public elementary school in the 1st Congressional District of Valenzuela City, Philippines. Two instruments were used: (1) a problem set adapted from the study of Fishbein and Gazit (1954) and (2) an unstructured interview. A mixed methods design was utilized in the analysis of data. Chi-square test of goodness of fit was used to analyze the frequency of correct responses in the pretest and posttest of the adapted problem set while thematic analysis was employed in analyzing the interview transcripts. Results showed that there is a significant difference between the frequency of correct responses in the pretest and posttest for both fifth and sixth grade students. This implies that discovery and reflective teaching-based approaches were effective in developing pupils’ probabilistic intuitive thinking. Additionally, thematic analysis revealed that pupils rely on past experiences particularly experiences that involve playing games in judging probabilistic situations.

08:50-09:15

67637 | Pedagogical Limitations and Its Countermeasures of the Six W Method in Writing Cheng Gong, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore Juan Wang, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore Boonpei Tay, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore

The Six W Method, also known as the Six W Analysis or 5W1H, is the Who, What, When, Where, Why and How. It helps students to identify the main information of a text in an organized and sequential manner, and is often used in reading instruction to help students sort out the storyline. In writing, teachers also use the 5W1H to guide students through the content-conceptualizing process, to outline their writing. However, it actually has its pedagogical limitations in writing instructions. When the students try to outline their writing, it seems that the Six W Method could not help them much. Why? Unlike reading, which is a receptive learning process, writing is a productive learning process. During the process of outlining before writing, the 5W1H information that the students choose is only a RESULT and ways of presenting of their selections, not a METHOD of selecting material. As for how to select materials, i.e., how to determine the information in the 5W1H, and why to determine this information instead of that information in each W/H, this is where students need special coaching and training from teachers. This process of thinking is less visibly and explicitly trained in the classroom. In this paper, we try to analyse the limitations and shortcomings of the Six W Method in the teaching of writing from the perspective of thinking process, and try to propose corresponding countermeasures to help students how to use the Six W Method for optimal material selection.

09:15-09:40

66980 | The Nature of Math Anxiety Among Students in Middle and Secondary Schools in Qatar

Ahmed Megreya, Qatar University, Qatar

Ahmed Al-Emadi, Qatar University, Qatar

Ahmed Moustafa, Bond University, Australia

Background: This study examined the psychometric properties (factor structure, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar. Methods: A large sample of students in grade 7 to 10 (N= 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test. Results: The two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys. Conclusions: These adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.