Study on Appropriateness of Interactive Mathematics Software

Nancy Fahnestock

Diploma Foundations DepartmentHigher Colleges of Technology, Al Ain

United Arab Emirates

nancy.fahnestock@hct.ac.ae

Abstract

The use of a computer based teaching program was investigated with college level and mature second language (Arabic mother tongue) numeracy-mathematics learners within a PC tablet-wireless environment.  This paper reports the findings from a study evaluating the effectiveness of this medium in enhancing learning for sixty students distributed across three classroom sections. Pre and post questionnaires, student satisfaction surveys, and the analysis of problems related to technology adoption are discussed.  There is no analysis of learning achieved by the participants because (as will be explained in the paper) of the connectivity problems as well as the language issues with the L2 students.  Rather the research will surprisingly reveal increased motivational levels despite the disappointment incurred with software and opportunities to provide an altered approach to using technology in teaching.     

Background on Students

The students involved in the study are all in the Diploma Foundations program, a very basic elementary level mathematics class, and range in age from 18 to 42. All are female and enrolled in a women’s college in the United Arab Emirates. Three classes were selected based strictly on a volunteer process by their teachers. This introduces an unavoidable bias.

The educational background for these students has all been in Arabic, their mother tongue, and once they reach college their education is exclusively in English. They have had English for approximately 12 years but not as a means of communication, rather as a class where they learned the vocabulary using rote memorization methods. When students are asked if they use English outside the classroom often their response is “Yes; to order fast-food.” (Syed 2003).

The math classes participating in the study were one each of lower proficiency English, medium proficiency English, and higher proficiency English. Specifically the average

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IELTS for these students was 1.5. This places them in one of the following ranges, either extremely limited users, intermittent users, or nonusers.

Rationale

Many have argued that motivation should not be a priority at the college level but this researcher disagrees. High quality learning will not take place no matter how motivated the participant is, unless there is some reason for the process. Motivation must be intrinsic rather than the belief of a behaviorist where the motivation is something external. If the motivation is external then the learning is not meaningful to the student and is not as likely to be retained.

Looking at the quote “The context is meaningful to the learner in the sense that it offers a very personal degree of fascination and intrigue” (Rieber, 1991a:320), I design my approach to teaching in a way that strives to generate internal motivation using the idea of intrigue. It is more like the constructivist view in that constructing meaning gives the whole process more significance to the student and moreover is helpful in retention. I welcome the opportunity to carry scales and rulers and tape measures into the classroom and have the students weigh me and measure my height and then calculate my BMI (body mass index) and then calculate each others. That compared to the traditional method where I show them the formula and they plug in values, is by far a more meaningful experience for the students and one they will retain longer.

Authentic activities bring much more relevance to the lesson and allow the learner to more thoroughly understand the concept being taught. One way to teach percentage problems is to work the problems from their textbook and check the answers in the back of the book. Instead I prefer to generate conversation about a pack of bubble gum and its ingredients. We come to realize the main ingredient is sugar and then I guide the discussion to the amount of sugar actually in the gum. We end the activity by weighing the gum, then chewing it until the taste (sugar) is gone, and then weighing it again and discovering for ourselves how much of the gum is actually sugar. The students could then compare the answers other groups arrived at and see if the sugar content varies depending on the brand of gum. The activity can then be extended to include the use of their laptop to generate an excel file and create graphs which clearly show the sugar content of various types of bubble gum. Which method is likely to involve more student participation, interest and enthusiasm, and highly engaged participants as well as provide a deeper understanding of the content? Which method will provide the ability to relate something inside the classroom to something outside the classroom?

I have also used watermelon for this activity when the anxiety of overloading my students with sugar became too much. Instead we calculated the edible percentages of a watermelon. Of course this can be a bit tricky as it is difficult to get one class to eat a whole water melon and if you ask for help from other teachers and students you need to

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require them to give you their seeds and rind back when they finish. You do tend to get strange looks but again it can make a useful exercise for percentages.

With additional time and resources I can make every concept authentic however that is not practical and that is where I believe computers can make the difference for us as educators.

It is up to the teacher to make the class challenging and interesting and one the student wants to attend. Even with the most attentive learners who see relevance in a learning task, motivation can wane as an activity wears on. One of my favorite quotes is by Chomsky (1989:134) where he says …”as educators it is our job to arouse the natural curiosity of the students and stimulate their interest in exploring on their own. What they learn passively will quickly be forgotten but what they discover for themselves when their natural curiosity and creative impulses are aroused not only will be remembered but will be the basis for further exploration and inquire and perhaps significant intellectual contributions.”

Method

Clearly motivation is an issue here and therefore the purpose of this research will be to critically examine the method or delivery of materials in our mathematics classrooms. Obviously the traditional method of delivering content has not been a positive experience for these students. I hope to gain an understanding of whether or not an alternative approach will work for lower level students and can they explore on their own, working at their own pace. It will be an interpretative study to see if technology as well as the independence placed on the students will positively or negatively affect their ability to study math.

Background on the Software Being Trialed

The particular software trialed was PLATO Interactive Mathematics software, Pre-algebra 1994 – 2004. The goal of implementing a multi media learning system was to provide an alternative learning environment for students. The software package offers similar content the students would receive in the traditional lecture type class. The advantage of this software package is that it is diagnostic and individualized. The students are assessed at the beginning of each unit and their lesson is prescribed individually based on their pretest results. However, they can repeat or include extra practice and content if they choose. It is student centered and designed to foster individual responsibility and motivation. It offers various learning strategies and provides adequate opportunities for practice. Learning is promoted through activity that entails continuous feedback and positive reinforcement. This is important according to Williams & Burden (1997:76) because if individuals are to eventually learn to take control of their

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learning it is imperative they foster the ability to self-evaluate without needing feedback from the teacher. They go on to say that as the students learn to monitor their own progress in learning, which this software will allow them to do, they come to recognize personal changes as continuous, lifelong and within one’s own power. I think this software or something similar could potentially be the first step to moving the students in that direction.

The instructor can monitor student progress as the system records the number of minutes the student is actively working through the log-on time. Both the teacher and student obtain immediate feedback on quiz results. Students are provided with correct answers, as well as various methods of attaining the correct answer if their response was incorrect. One available feature that is utilized as a result of wireless Internet connection is the expression editor. This allows the student to solve her math problem by a multitude of means as long as the answer is correct. It is essential that students recognize there is more than one possible method to employ in order to obtain solutions in mathematics. Normally, technology-based methods do not provide for this option.

Selected key words utilized in lessons are underlined so that students can click on them to obtain a definition and example. There are certain frames with a telephone icon that provides students with access to a variety of options for help. Assistance can be in the form of email, examples, practice questions, as well as a glossary complete with journal where students can take notes, etc., all of which reflect a multitude of learning styles.

Instructors can include links to their own web pages or other useful sites that offer instructional materials when desired. The courses can be customized to provide details about assignments, schedules and content as necessary. Alternative explanations for difficult concepts can be added as well.

The real advantage I see as an instructor is that we no longer will have to hold the entire class up waiting on the slower students. Each student will work at their own pace and be able to repeat a lesson as many times as they like until they feel ready to move on.

The Research Begins

This study was conducted during the months of March, April, May and June 2006. The first session was Sunday March 26, 2006. Students logged on, those who were able to, only to find that instead of ratios and proportions they were forced to study graphs and tables. The class was set up to study ratios and proportions first however no one was allowed access to this particular unit. Many students were unable to log on because passwords had been entered incorrectly. Their password was to be the last 4 digits of their college identification number however some were finally able to log on by using the last 5 digits of their identification.

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It became immediately obvious that headphones were required. While the software package allows students to progress at their individual pace, the instruction includes speaking, and fifteen different sets of instructions could be heard at the same time from within the classroom. As the students moved their laptops around the room to find a quieter spot, some were disconnected due to proximity with the wireless connections.

The students complained that the rate of speech was too fast. They were reminded they could go back and listen again, but this was of little consequence as they were unable to decipher the English no matter how many times they listened to it. Additionally the constant disconnection problems lead to observable frustration at times for not only the student but the teacher as well.

Another constant problem the students experienced was that the laptop repeatedly froze while the program was in use, even if the application was not running but the program was open. The cursor would not work and the only remedy was to close the application. By accessing the task list and clicking on End Program, the remaining programs were then accessible.

During the second lesson it was much easier for the students to log on. Before the application started running, the classroom was unusually quiet. This is particularly odd for a classroom with 15 students. Signing on was impossible for some students. It took a long time for them to connect and some were unable to log on for the duration of the class period. There were obvious problems with the connection, however it was not immediately obvious if this was a wireless issue or not. Some of the special features discussed earlier, like expression editor are of no advantage if the internet connection is disrupted. Furthermore, the students complained that when they clicked on an underlined word in order to have the definition explained to them, they were unable to understand the level of English in the offered definition, and found this feature little use.

The students were encouraged to log on outside of class however according to the tracking record (the software allows the instructor to see how much time each individual is spending on line, how active they are, and what their test scores are at any given time) none were successful. In the end, the students in three different classes used this software a total of six periods per class.

Evaluation

Given the relentless connectivity problems associated with this software, an ideal plan at this stage would have been to do some individual one-on-one user testing sessions to collect more detailed observations. This simply was not possible. Using this software took time from their normally scheduled classes and it would have possibly compromised the students ability to complete the class successfully had anymore class time been taken from them.

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In hind sight perhaps I should have asked the students to begin the section with the pre-test provided by the software and recorded those scores. Then I could have compared their post-test results with other classes who used the traditional classroom method. This was something that could have been accomplished with little chance of compromising their ability to finish the class on time however it did not occur to me until I was analyzing the results. Furthermore because of the problems with the software I did not feel I would have an accurate measure of their knowledge anyway.

One more suggestion that I arrived at after the study was over was that I should have asked the students themselves how the software could have been easier to use. I have some ideas myself but confirmation from them would be beneficial.

I used questionnaires because the advantage according to Cohen, Manion, and Morrison (2001) is that it should help ensure reliability because it was anonymous. It was written in both Arabic and English (see appendix 2) so I could avoid any language problems.

Looking at the results of the pre-activity questionnaire (see figure 5.4 appendix 1) it is obvious that the students believe they were good math students in high school but not as many agreed that they were good math students in college. This could be related to the fact that the instruction delivered in high school was in Arabic. They are keen to learn math using a computer but worry that their English skills are sufficient to do so. They were not intimidated by the technology and seemed willing to give it a try.

It became obvious that part of the reasons for their lack of skills in general was due to their lack of studying outside the classroom. They have been taught that for every hour they are in the class, they should spend at a minimum one hour outside the classroom, studying. From figure 5.4 it is apparent they are not doing this. Two even admitted to not studying at all outside class.

Looking at the responses to the individual questions it becomes apparent that the students were eager to learn using their laptops, they were not intimidated by the fact that their teacher was not teaching them and overall they enjoy using their laptops to learn math. Question 1 of the post-activity questionnaire asks if they enjoyed using the computer to study ratios and proportions and 74% either agreed or strongly agreed. Over half, 53% admit they had difficulty understanding the language but 76% either agreed or strongly agreed that they liked the help features. Interestingly 89% said they would like to learn other subjects using this type of software and 96% thought it would be a good idea to use the software sometimes and have the teacher teach other times. 59% admit that they found the software more fun than having the teacher teach and 70% did admit that they spent more time using this than studying math the traditional way.

Conclusion

The following conclusion can be made. The students are very motivated to work on their laptops and these levels increase when classroom lessons involve this mode of delivery.

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The problems occur when technology problems arise like not being able to log on, being unable to access the appropriate lesson, and having an hour glass appear on their screen for an extended period of time and finally having to shut down and reboot their computers.

There are no behavior issues with the students when they are engaged in this type of activity. Although these students are very well behaved, talking can be a problem on occasion in the traditional classroom setting. Active engagement is also hard to judge in the regular setting but not in this instance. The students clearly were engaged as long as they were not experiencing technical difficulties or problems understanding the language.

The students found fault with the level of the language presented. Replaying the same frame repeatedly was considered pointless when the rate of speech was too fast. The language is designed for native English speakers. On several occasions, the students had more questions after a program explanation was provided than prior to it. The curriculum is a standard American curriculum and does not match the level of need for these particular students. There were very few topics that could eve be trialed.

Proposal

It seems as though the idea of using laptops was one the students enjoyed however the problems appear to lie with this specific package. Perhaps a software package that combines both audio and written text at the same time would be beneficial. The students could have the option of using the audio only, the video only or both. Furthermore it would seem a software package specifically geared for students at this level needs to be designed. It could utilize some of the beneficial ideas from this software package. For example, the ability to repeat a lesson as much as the student would like is a positive feature. This also helps the students foster the individual responsibility for learning which is a big step in the learning process. This would involve using programs and websites where the students can interact with the lesson. The curriculum could be designed to fit with the needs of these students, rather than matching the American curriculum. Ideally it would need to be a blended course where a number of topics were taught using the traditional lecture method and others taught using laptops while others used both. Using a softcopy of our textbook and combining it with videos made by the various teachers on the team could be designed. The videos would need to be placed on the share drive, due to the amount of space they would require. Students could then be presented with links to take them to the videos as often as they wanted to. This would require very little extra work on the teachers’ part as they would simply record themselves during one class period or even outside of class, doing what they do in class. The teachers could each explain the content in various ways in an attempt to get at the different learning styles in the same vein as the software. The language also needs to be at a level where

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ESL students can understand it and the teachers would be in a position to provide this since this is how they convey the content for the students presently.

Ideally, a culturally appropriate curriculum would be beneficial as so many of the questions refer to U.S. dollars or words more common in America. If it were more culturally appropriate, the authenticity of the content causes the work to take on more meaning for the students. With this, the level of comprehension should also improve (Driscoll, 2005, Oxford 2000, O’Malley & Chamot 1990). All of this could be incorporated into the teachers’ recorded lesson.

As well websites and interactive activities found on the web at www.explorelearning.com could be incorporated when applicable. The technology problems could easily be overcome if the students were to use these tools, their text in soft copy, as well as WebCT. This is frequently used in other classes and provides an easy way to deliver the content and is interactive at the same time. In designing this approach it would also benefit the students if they had the option to look up low-frequency words electronically and access Arabic translation. These suggestions are based on the post-activity questionnaire, with particular attention to the positive points brought out by the students and also in an attempt to improve the problems they encountered with connectivity.

All learners are different and will bring to the learning process a unique set of personal attributes and preferred ways of learning (Williams and Burden 1997:205). As a result, they will not all go about learning the same concept in the same way. This approach I am describing would provide teachers a way to present the math content in different ways and include a variety of language learning activities as well as learning preferences. Some will be auditory, some visual, some will involve movement, some interactive and some of a more traditional nature, but in my opinion all will involve increased motivation. According to Williams and Burden, this will help to encourage learners to find their own style and identify their own strengths and develop their own self-knowledge. They go on to say that learners learn better if they feel somewhat in control of their learning. The context and consequences will have a direct effect on a students’ continuing motivation to learn (Driscoll 2005:331) and it seems to be enhanced when the learners’ expectancies are satisfied and they can attribute their success to their own efforts and learning strategies. Moreover language learners must seek out or create opportunities to practice their language skills if they want to reach moderate to high proficiency (see Oxford 2000:160) and with this type of technological opportunities at their finger tips, the students would be able to access this not only during class time but even from home.

Regarding the mostly positive points brought out in the post-activity questionnaire, as Von Glaserfeld says (see Williams & Burden 1997: 50) ‘Problem solving is undoubtedly a powerful educational tool. However, I would suggest that its power greatly increases if the students come to see it as fun.’ It would appear from the students’ responses they thought learning math using their computer would be an enjoyable experience.

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Glaserfeld goes on to say ‘Constructivism cannot tell teachers new things to do, but it may suggest why certain attitudes and procedures are counter-productive, and it may point out opportunities for teachers to use their own spontaneous imagination. (1997:177) So using my imagination I envision my students learning this way, looking forward to coming to math class, working outside of class and enjoying the whole process and having fun. I expect higher quality learning in general as the lessons would hold more personal relevance for the students. Designing a program that meets the language needs of native Arabic speaking students, as well as the standards they are to meet in a culturally appropriate manner, through the use of both laptops and lecture methods via WebCT and other interactive sites where applicable seems to be vital at this time. Reference

Chomsky, Noam (1989), Knowledge of Language: Its Nature, Origin, and Use, Westport CT: Praeger

Cohen, L. Manion, L. and Morrison, K. (2001). Research Methods in Education 5th

Edition. London: Routledge.

Driscoll, M.P. (2005). Psychology of Learning for Instruction. Pearson: New York.

O’Maley, J.M. & Chamot, A.U. (1990) Learning Strategies in Second Language Acquisition. Cambridge: New York.

Oxford, R. (2000). Language Learning Strategies, What Every Teacher Should Know. Wadsworth: Boston, Massachusettes.

Rieber, L.P. (1991a). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83, 318-328.

Syed, Z. (2003). TESOL in the Gulf. TESOL Quarterly, 333-344.Volume 37, Number 2

Williams, M & Burden, R.L. (1997). Psychology for Language Teachers: a social constructivist approach. Cambridge: C.U.P.

www.explorelearning.com

www.plato.com

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Figure 5.4 Summary of Pre-activity questionnaires

QUESTIONS STRONGLY DISAGREE DISAGREE AGREE STRONGLY

AGREEI was a good math student in high school - 3 21 21

I did not enjoy math in high school 15 15 15 -

I am a good math student in college - 24 18 6

I would enjoy learning math using a computer program 3 6 24 9

I think my technology skills are good enough to learn math using computer programs

6 9 18 9

My English is not good enough to allow me to learn math using computer programs

- 15 27 3

  0 hours

1-2hours

2-3hours

3-4hours

4-5hours

8 hours

10-15

hoursOthers

How much time do you spend using your computer each week? 3 9 3 3 6 - 6 everyday

How much time do you spend each week studying math outside of class?

6 21 12 - - 3 - -

What is your age? 18 – 3

19 – 18

22 - 12

23 - 3

25 - 6

42 - 3

I have studied using computer programs before No – 30 Yes – 15

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Appendix 1

If yes what subject or class was it? Computer Computer English and computer computer

Math 0155Questionnaire

1) I was a good math student in high school.

مادة )1 في جيدة طالبة كنتالثانوية الرياضيات في

العامة .جدا أوافق أوافق أوافق الال

أبدا أوافق SDA DA A SA2) I did not enjoy math in high school.

مادة )2 بدراسة أستمتع أكن لمفي . الرياضيات العامة الثانوية

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA3) I am a good math student in college.

مادة )3 في جيدة طالبة أنيالرياضيات

. الكلية فيجدا أوافق أوافقأوافق الال

أبدا أوافق SDA DA A SA4) I would enjoy learning math using a computer program. (the teacher would be in the room)

مادة )4 بدراسة أستمتع قداستعمال عند الرياضيات

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Appendix 2

) . بوجود الحاسوب برامجالفصل المدرس غرفة )في

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA5) I have studied using computer programs before.

الحاسوب )5 برامج استعملتفي

. سابقا دراستيال نعم

NO Yes If yes, what subject or class was it?

( كانت ( فماذا نعم الجواب كان أذاالمادة.

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6) I think my technology skills are good enough to learn math using computer programs.

الحاسوبية )6 مهاراتي أن أعتقدتؤهلني

الرياضيات أتعلم أنباستعمال

الحاسوب. برامج جدا أوافق أوافقأوافق الال

أبدا أوافق SDA DA A SA7) My English is not good enough to allow me to learn math using computer programs.

كافية )7 غير االنكليزية لغتيألتعلم

برامج باستعمال الرياضيات . الحاسوب

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA8) How much time do you spend each week studying math outside of class?

في )8 تقضينه الوقت من كمدراسة

حصة خارج الرياضياتالرياضيات؟

8) How much time do you spend using your computer each week?

في )9 تقضينه الوقت من كماستعمال

أسبوع؟ الحاسوب كل

10. What is your age? عمرك؟ ما

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Math 0155Questionnaire

1) I enjoyed using the computer to study ratios and proportions.

الكمبيوتر) 1 باستخدام استمتع. والتناسب النسب لدراسة

جدا أوافق أوافق أوافق الالأبدا أوافق

SDA DA A SA2) I enjoy using my laptop to learn math .

الكمبيوتر )2 باستخدام استمتع. الرياضيات ألتعلم النقال

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA3) It is hard to learn math from the computer.

أتعلم )3 أن جدا صعب. الكمبيوتر خالل من الرياضيات

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA4) I had difficulty understanding the language.

فهم )4 في مشكلة لدي كاناللغة.جدا أوافق أوافقأوافق الال

أبدا أوافق SDA DA A SA5) I liked the videos in the software package.

الموجود )5 الفيديو أحببت لقدالكمبيوتر برنامج في

جدا أوافق أوافق أوافق ال الأبدا أوافق

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Appendix 3

SDA DA A SA 6) I like the help features in the computer program.

6" المساعدة) " ميزة أحب. الكمبيوتر برنامج في المتوفرة

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA7) I would like to learn other subjects using this type of software.

أخرى) 7 مواد أتعلم أن أحببرامج من النوع هذا باستخدام

الكمبيوتر.

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA

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8) I can learn math just well from the computer as I can from my teacher.

الرياضيات (8 مادة أتعلم أن استطيعأتعلمه كما تماما الكمبيوتر خالل من

المدرس .منجدا أوافق أوافقأوافق الال

أبدا أوافق SDA DA A SA9) I think it would be a good idea to use the computer some times and have my teacher teach me sometimes.

التعلم) 9 فكرة بأن أعتقدأحيانا الكمبيوتر استخدام خالل من

أحيانا المدرس خالل ومنجيدة. فكرة هي أخرى

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA10) Did you spend more time studying using this software than you do studying math the traditional way?

في) 10 أطول وقت أمضيت هلبرنامج استخدمت عندما الدراسة

درست عندما أو الكمبيوترالطريقة باستخدام الرياضيات

التقليدية؟ جدا أوافق أوافقأوافق الال

أبدا أوافق SDA DA A SA11) I had more fun learning math this way than having my teacher teach.

عندما) 11 ممتعا وقتا أمضيتخالل من الرياضيات درستمما أكثر الكمبيوتر برنامج

مع درستها عندما بها استمتعتالمدرس؟

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA12) What aspects of using this software did you enjoy? Tick any that apply.

a. I could work at my own paceb. I like working with my laptop

ما الكمبيوترهذا، برنامج استخدامك عنداشارة ضعي أمتعتك؟ ميزة أكثر هي

. تختارينها التي االجابة عند صح

.أ) بمفردي أعمل أن استطيعالكمبيوتر ب) على أعمل أن أحب

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c. It was easy to used. I prefer this rather than listening to my teacher talke. I liked the examplesf. I liked being able to go back as many times as I needed to get help with something I didn’t understandg. I like the idea of being able to use this from home if I want to

النقال.الكمبيوترالنقال ت) مع التعامل

سهل.أكثر ث) الكمبيوتر على العمل أفضل

. للمدرس االصغاء مناألمثلة ج) أحببتعند ح) بامكاني أنه فكرة أحببت

الصفحات الى الرجوع الحاجةللحصول مرات عدة السابقة

لم شي أي وفهم المساعدة على. األولى المرة في أفهمه

استخدام خ) بامكاني أنه فكرة أحبعندما المنزل من البرنامج هذا

. ذلك أريد

13) What aspects of using this software did you not enjoy? Tick any that apply. a. I didn’t like working at my own paceb. I don’t like doing my work on my laptopc. It wasn’t very easy to used. I prefer to have my teacher teach me rather than learning on my owne. I didn’t like the examplesf. Being able to go back as many times as I needed to wasn’t helpful to meg. I would never use this from home

في) 13 تعجبك لم التي األشياء هي ماعند صح اشارة ضعي البرنامج؟ هذا

. تختارينها التي االجابة.أ) بمفردي العمل أحب ال

الكمبيوتر ب) على العمل أحب الالنقال.

البرنامج ت) هذا استخدام يكن لمسهل.

خالل ث) من أتعلم أن أفضلأتعلم أن من أكثر مدرستي

بمفردي..ج) األمثلة أحب لمالصفحات ح) الى الرجوع امكانية

كلما مرات عدة السابقة. تساعدني لم ذلك الى أحتجت

من خ) البرنامج هذا استعمل لن . االطالق على المنزل

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14) If I could access this software package at anytime, and it contained more sections that were included in this math class, I’d use it to help me study outside of class.

هذا) 14 استخدم أن بامكاني كان اذاهذا كان واذا وقت، أي في البرنامجأكثر معلومات على يحتوي البرنامج

فانه الفصل، في تعطى التي منكي البرنامج هذا استخدام بامكاني

. الفصل خارج الدراسة على يساعدني

جدا أوافق أوافقأوافق الالأبدا أوافق

SDA DA A SA

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