K.THIYAGU NEW FRONTIERS IN EDUCATION 2012

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EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS

AT THE SECONDARY TEACHER EDUCATION LEVEL

K.Thiyagu,

Assistant Professor,

thiyagusuri@gmail.com, thiyagusuriya81@gmail.com,

8760910980

AABBSSTTRRAACCTT

The present study found out the effectiveness of educational blog in learning

mathematics among secondary teacher trainees. The study was conducted to develop

an educational blog for the methods of teaching mathematics and experimenting the

same with a set of trainees studying in the B.Ed., and finding out its effectiveness over

the conventional method of teaching. Two equivalent group experimental-designs are

employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.

According to the scoring of pre-test, 23 students were chosen as control group and 23

students were chosen as experimental group. Finally the investigator concludes that;

(a) There was significant difference between control and experimental group students

in their gain scores. That is the experimental group student is better than control

group students in their gain scores. (b)There was significant difference between

control and experimental group students in their gain scores for attainment of the

knowledge, understanding, and application objectives.

Key words: blogs, traditional method, secondary teacher trainees, mathematics

INTRODUCTION

Blogs are personal journals written as a reversed chronological chain of text,

images or multimedia, which can be viewed in a web page and are made publicly-

accessible on the web. Blogs typically contain text in the form of a “blog post”, offer

the ability for readers to comment or provide feedback, contain archives to past blog

posts, and link to other blogs and bloggers (Anil Madaan, 1998). Blogs are inherently

different from personal home web pages. First, bloggers post entries through manual

software, such as a web browser, or automatic software, which is downloaded off the

Internet and used to instantly publish content to web (Rachna Rathore, 2008).

Therefore, bloggers do not need to understand HTML or other web programming

languages to maintain their blogs (Deepak. K. Srivastava and Anval, 2008). Second, the

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resulting blog page resembles a personal diary, with entries sorted by time and date, a

much stricter format than personal web pages of the past (Starkman, Neal. 2007) . So

the investigator selected the topic, “Effectiveness of Blog in Learning Mathematics at

the Secondary Teacher Education Level”

DEFINITION OF THE TERMS

The investigator wants to give explanations for the terms used in the title of the

study.

BLOG: Weblogs or blogs are personalized web pages where individuals can

place anything of their liking in the form of text, links, or graphics online (Rohit Anand,

2005). Blogs are usually topic or personality based, and can be used to communicate

with practically anyone including friends, colleagues, and departments (Thiyagu.K

2007). Content for a blog is uploaded to a host which could be a website or a software

package with blogging features. The term weblog refers to a personalized web page,

kept by the author in reverse chronological diary form.

Mathematics: Mathematics is a queen of Science. Mathematics consists of

numbers, notations, and symbols.

Secondary Teacher Education level: Those who are studying Undergraduate

Education in B.Ed., college.

OBJECTIVES OF THE STUDY

To study the effectiveness of blog in learning mathematics for the B.Ed.,

teacher trainees.

To find out whether there is any significant difference between control and

experimental group trainees in their gain scores.

HYPOTHESES OF THE STUDY

1. There is no significant difference between control and experimental group

trainees in their gain scores.

2. There is no significant difference between control and experimental group

trainees in their gain scores for attainment of knowledge, understanding and

application objectives.

3. There is no significant difference between pre-test and post-test scores of (i)

control and (ii) experimental group students.

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METHODOLOGY

Two equivalent group experimental-designs are employed for this study. To

find the effectiveness of blog, the investigator has chosen Experimental research.

Experimental research describes what will be when certain variables are carefully

controlled or manipulated. The focus is on variable relationship.

SAMPLE

The sample of the study consisted of 46 B.Ed. trainees studying mathematics as

an optional subject from Tuticurin District affiliated to TamilNadu Teacher Education

University for the study. According to the scoring of intelligent test and pre

achievement test, 23 Mathematics B.Ed., trainees were chosen as control group and

another 23 mathematics B.Ed., trainees were chosen as experimental group.

TOOLS USED FOR THE STUDY

The following are the tools used for the present study.

1. An Educational Blog developed by the investigator for the methods of teaching

mathematics for secondary teacher trainees.

2. An achievement test (Pre and Post test) in mathematics constructed and

validated by the researcher.

DEVELOPMENT OF BLOG

A much better approach to the design and development of Blog instruction is the

‘integrated e-learning approach’, Due to the time and technological factor the

researcher is to make only a text blog. This approach usually follows a sequence of

message design, which is summarized as follows: Creating blogger blog name the

Blog Choose template post the material. All the learning modules were

arranged logically based on psychological principles of learning, i.e. proceeding from

easy to difficult, simple to complex and from the known to the unknown.

The website address of the text based blogs is given below

http://thiyagumath.blogspot.com/2011/05/module-1-inductive-method.html

http://thiyagumath.blogspot.com/2011/05/module-2-deductive-method.html

http://thiyagumath.blogspot.com/2011/05/module-3-comparison-of-inductive-and.html

http://thiyagumath.blogspot.com/2011/05/module-4-analytic-method.html

http://thiyagumath.blogspot.com/2011/05/module-5-synthetic-method.html

http://thiyagumath.blogspot.com/2011/05/module-6-comparision-of-analytic-and.html

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The list objectives framed in the module areas namely the teaching methods of

mathematics, Inductive method, Deductive method, Analytic method, Synthetic

method and Heuristic method are listed below: They are

To help the student-teachers to understand the importance of method of

mathematics.

To make the student-teachers to get knowledge about the methods of

mathematics.

To help the student-teachers to understand about the procedure of methods.

To make the student-teachers to apply the methods in the mathematics.

CONDUCTING THE EXPERIMENT

A) Administration of the Pre-Test: Just before the treatment the entry

behavior test was administered and it was found out that all the selected samples

possess the entry behavior. The bio-data information was also collected. Then the

pupils were made to be seated conveniently and strict invigilation was done to avoid

consultation. Pre-test was administered and the results were analyzed. The means of

the pre-test scored of both experimental and control group are almost equal. Less

difference is seen in the case of standard deviation as well. Hence, the Experimental

and Control Group were matched.

B) Administration of the Post-Test : The same pre-test questions were given

to the students of both the two groups and their results were statistically analyzed to

find out efficiency and effectiveness of e-content way of teaching. While conducting

the feedback test strict and effective monitoring and supervision were taken against

malpractice.

C) Treatment The Experimental Group sample of 23 students was taken to

the computer lab. These students were taught with blog way of instruction. Corrective

feedback was given wherever necessary. When any point was not learnt additional

time was given and also the media material screened once again wherever necessary.

. The treatment has been given for 60 minutes per day. The treatment was given by

the investigator through blog content in fifteen days. The investigator developed the

blog for the following topics. The topics are Inductive method, Deductive method,

Analytic method, Synthetic method, Heuristic method, laboratory method and

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problem solving method. The control Group sample of 23 students was taken to the

regular classroom. These students were taught with traditional method like lecture

method. The treatment has been given for 60 minutes per day.

D) Test Administration: Soon after the session was over care was taken not to

allow them to consult. They were given the posttest soon after the exposure. After this

the control group was taught in the conventional method by the investigator himself.

The investigator trained him in such a way that there should not be any experimental

bias. Soon after the session was over care was taken not to allow them to consult.

They were given the post-test. The posttests were scored objectively and the scores

were transferred to the data sheet.

STATISTICAL TECHNIQUES USED

Statistical techniques serve the fundamental purpose of the description and

inferential analysis. The following statistical techniques were used in the study:

Mean (m)

Standard deviations (SD) and

‘t’ test for determining the significance of difference between means of two

sub-groups. (Aggarwal, Y.P, 1990)

HYPOTHESES TESTING AND FINDINGS

Null Hypothesis 1

There is no significant difference between control and experimental group

students in their gain scores.

Group (N =23) Mean S.D Calculate

‘t’ value

Remarks at

5% level

Control group 3.35 1.67

6.36 *Significant Experimental group 8.48 3.49

(*At 5% level of significance the table value of ‘t’ is 2.06)

It is inferred from the above table that there is a significant difference between

control and experimental group students in their gain scores. That is, the experimental

group students are better than the control group students in their gain scores. Hence, the

blog is effective for the secondary grade teacher trainees.

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Null Hypothesis 2

There is no significant difference between control and experimental group

students in their gain scores for attainment of knowledge, understanding and

application objectives.

OObbjjeeccttiivveess Control group

Experimental

group Calculated

‘t’

value

Remarks

at 5% level Mean S.D Mean S.D

Knowledge 1.65 1.30 3.30 1.58 3.87 *Significant

Understanding 1.78 1.28 3.13 1.79 2.93 *Significant

Application 1.04 0.82 2.13 1.25 3.47 *Significant

(*At 5% level of significant the table value‘t’ is 2.06)

It is inferred from the above table that there is significant difference between

control and experimental group students in their gain scores for attainment of

knowledge, understanding and application objectives.

Null Hypothesis 3

There was no significant difference between pre-test scores of control and

experimental group students. There is no significant difference between post-test scores

of control and experimental group students.

Table - 3

Difference between pre-test and post-test scores of the Control

and Experimental Group Students.

Group

(N = 23)

Control group Experimental

group Calculated ‘t’

value

Remarks at

5% level Mean S.D Mean S.D

Pre-test 13.96 2.34 13.96 2.80 0.01 *Not Sig.

Post-test 17.30 2.16 22.43 3.05 6.57 *Sig.

(At 5% level of significance the table value of ‘t’ is 2.06)

It is inferred from the above table that there is no significant difference

between Pre-test scores of control group and experimental group students. But there is

significant difference between Post-test scores of control group students and

experimental group students.

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RESULTS AND DISCUSSION

The’t’ test result shows that the experimental group students are better than the

control group students in the gain scores. This may be due to the fact the blog is

effective in teaching Mathematics Education for the secondary teacher trainees. Since

the Blog is developed by using colorful templates and different font color. The

presentation is attractive. So the student’s attention is drawn in the topic to be learnt.

The ‘t’ test result also shows that the experimental group students are better

than the control group students in attainment of knowledge, understanding and

application level objectives in the gain score. This may be due to the fact that blog has

motivated the students to understand the concepts of Mathematical Education. Since

the pictures and explanations of the blog are designed by Html and colourful templates,

it stuffed the fresh minds of experimental group students very sharply. So the

experimental group is better than control group in attainment of knowledge,

understanding and application objectives.

In general, Blog is effective in web-based learning among Master of Education

scholars. This is because of the colorful templates and different font color and briefly

explanation of the concept of the blog. So the scholars are highly motivated in web-

based learning through Blog.

CONCLUSION

Blogs have the potential to transform the way teaching and learning activities

are carried out by providing autonomy and interactivity with peers and external

commentators (Sanjaya Mishra and Rames C.Sharma, 2005). They definitely have the

capacity to change the way we teach, in turn improving the learning experience for the

scholars. These technology enhanced journals can ensure that scholars gain both

technological and discipline knowledge (Sharma, B.M. 2004). Teachers should use new

technologies like blogs and other communication tools by incorporating them into the

course delivery approach and for assessment of the performance of scholars (Krishna

Sagar, 2005).

In particular, it is hoped that the capacities of blogging for self presentation and

social interactivity would assist scholars to forge a stronger sense of personal

empowerment and expressive entitlement, on the one hand, and increased connection to

a shared learning community on the other (Harley Hatin, 1999). They are an important

communication tool for promoting active student engagement and deep learning

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teaching methodologies that can also be used in informal class discussions and

activities, providing for a more relaxed, participative and democratic environment that

encourages scholars to think critically and to express themselves (Naseema, C, 2004).

To sum up, blogs have the potential to transform teaching and learning in accounting

education.

RREEFFEERREENNCCEESS

Aggarwal, Y.P,(1990). Statistical methods: Concept application and

computation, New Delhi: Sterling publishers Pvt. Ltd.

Anil Madaan, (1998). Computer encyclopedia, New Delhi: Dreamland

publication J. 128, Kirti Nagar.

Annie James. (2005). Teaching of mathematics, New Delhi: Neel Kamal

Publications, Pvt. Ltd.

Deepak. K. Srivastava & Anval (2008). E-Learning: A New Way of Education,

University News, 43(26), 12.

Harley Hatin (1999) Teachers: The Internet, New Delhi: Prentice Hall of India

Pvt., Ltd.,

Krishna Sagar, (2005). Digital Technology in Education, New Delhi: Authors

Press.

Naseema, C, (2004). From Black Board to the Web, New Delhi: Kanishka

publishers, Distributors.

Rachna Rathore (2008). Effective teaching through e-learning, Edutracks,

6(12), 8.

Rohit Anand, (2005). Internet Education, New Delhi: International Scientific

Publishing Academy.

Sanjaya Mishra & Rames C.Sharma, (2005). Development of e-learning in

India”, University News, 43(11), 9.

Sharma, B.M. (2004). Net oriented education, New Delhi: Akansha Publishing

House.

Starkman, Neal. (2007). e-Learning: Going the Distance, T.H.E. Journal, 34(2),

18-24.

Thiyagu.K (2007). Information and Communication technology In Education,

Tamilnadu: First Edition, Prophet Publishers.

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ABOUT THE AUTHOR

K.THIYAGU (b.1981) was born at Kailasapuram, BHEL Township,

Tiruchirappalli District. He obtained first and second certificates (High school &

Higher secondary) from Boiler Plant Boys Higher Secondary School, BHEL Township,

Trichy. He obtained B.Sc., and M.Sc., (Mathematics) from St.Joseph’s College, Trichy,

affiliated to Bharathidasan University, B.Ed., from Manonmaniam Sundaranar

University, Tirunelveli, M.Ed., from Department of Educational Technology,

Bharathidasan University, M.Phil.,(Education) from Alagappa University, Karaikudi,

M.Phil., (Math) from Periyar University, Salem.

He has 5 years of teaching experience in various organizations. Now he is

working as Assistant Professor from Dr.Sivanthi Aditanar College of Education,

Tiruchendur. He contributed two books earlier in the area of ICT in Education. He also

contributed some research papers and articles in the area of models of teaching, ICT,

Higher Education & teacher education published in important journals in India like “i-

manager” “Edutracks” “New Frontiers in Education” “University News” “Journal of

Educational Research” “The Indian Educational Researcher” and “New Horizons in

Education”.