CALCULUS LEARNING VIA SCREENCAST-O-MATIC DURING THE PANDEMIC: AN EXPLORATION TOWARDS STUDENTS’ PERCEPTION OF MATH ANXIETY
Abstract
The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.Downloads
References
Alves, M., Rodrigues, C. S., Rocha, A. M. A. C., & Coutinho, C. (2016). Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students. European Journal of Engineering Education, 41(1), 105–121. https://doi.org/10.1080/03043797.2015.1095159.
Amirnudin, M. T. M., & Saleh, S. (2020). Effectiveness of strategy Disney NLP in reducing math anxiety of students in Perak Matriculation College. Journal of Educational Research and Indigenous Studies, 2(1), 1–13.
Ashcraft, M. H., & Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition and Emotion, 8(2), 97–125. https://doi.org/10.1080/02699939408408931.
Awofala, A. O. A., & Odogwu, H. N. (2017). Assessing preservice teachers’ mathematics cognitive failures as related to mathematics anxiety and performance in undergraduate calculus. Acta Didactica Napocensia, 10(2), 81–98. https://doi.org/10.24193/adn.10.2.7.
Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Inge, C., & Strom, R. E. (2007). The impact of video streaming on mathematics performance. Communication Education, 56(2), 134–144. https://doi.org/10.1080/03634520601071801.
Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38. https://doi.org/10.1016/j.cobeha.2016.04. 011.
Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5(1), 24–43. https://doi.org/10.1186/s40594-018-0123-6.
Dewi, S. V. (2016). Efektivitas penggunaan media Screencast O Matic pada mata kuliah kalkulus integral terhadap hasil belajar mahasiswa. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 2(1), 61–66. Retrieved from http://jurnal.unsil.ac.id/index.php/jp3m/article/view/Sin21/117.
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 1–16. https://doi.org/10.3389/fpsyg.2016.00508.
El-ahwal, M. N., & Shahin, A. (2020). Using video-based on tasks for improving mathematical practice and supporting the productive struggle in learning math among student teachers in the faculty of education. International Journal of Instructional Technology and Educational Studies (IJITES), 1(1), 26–31. https://doi.org/10.21608/ihites.2020.29051.1013.
Estonanto, A. J. (2017). Impact of math anxiety on academic performance in pre-calculus of senior high school. Liceo Journal of Higher Education Research, 13(2), 103–120. Retrieved from http://www. asianscientificjournals.com/new/publication/index.php/ljher/article/view/1059.
Estonanto, A. J. J., & Dio, R. V. (2019). Factors causing mathematics anxiety of senior high school students in calculus. Asian Journal of Education and E-Learning, 7(1), 37–47. https://doi.org/10.24203/ajeel.v7i1.5701.
Febriani, C. (2017). Pengaruh Media Video terhadap Motivasi Belajar dan Hasil Belajar Kognitif Pembelajaran IPA Kelas V Sekolah Dasar. Jurnal Prima Edukasia, 5(1), 11–21. Retrieved from https://journal.uny.ac.id/index.php/jpe/article/view/8461/pdf.
Fitton, T. (2018). Touring the online learning environment: An exploration using Screencast-O-Matic. European Journal of Open, Distance and E-Learning, 28(1), 1–19. Retrieved from https://kar.kent.ac.uk/70427/1/Touring the Online Learning Environment.pdf.
Fitton, Triona. (2018). Touring the online learning environment: An exploration using screencast-o-matic. European Journal of Open, Distance and E-Learning, 28(1), 1–19.
Foong, W. S., & Mahmud, M. M. (2019). I can learn calculus virtually: Personalizing eLearn and Screencast-O-Matic in blended learning environment. Proceedings of the 5th International Conference on Frontiers of Educational Technologies, 3–9. https://doi.org/10.1145/3338188.3338192.
Foong, Wong Shiau, & Mahmud, M. M. (2019). I can learn calculus virtually: Personalizing eLearn and Screencast-O-Matic in blended learning environment. Proceedings of the 5th International Conference on Frontiers of Educational Technologies, 3–9. https://doi.org/10.1145/3338188.3338192.
Hasan, B. (2020). Pemanfaatan google classroom dalam matakuliah menggunakan media video screencast-o-matic. Widya Wacana: Jurnal Ilmiah, 15(1), 9–15. https://doi.org/10.33061/j.w.wacana.v15i1.3484.
Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. The Mathematics Teacher, 92(7), 583–586. https://doi.org/10.5951/mt.92.7.0583.
Ketchum, C., Lafave, D. S., Yeats, C., Phompheng, E., & Hardy, J. H. (2020). Video-based feedback on student work: An investigation into the instructor experience, workload, and student evaluations. Online Learning Journal, 24(3), 85–105. https://doi.org/10.24059/olj.v24i3.2194.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math Anxiety. Psychology Research and Behavior Management, 11(12), 311–322. https://doi.org/10.2147/prbm.s141421.
Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics anxiety, state anxiety during an examination, and academic achievement. British Journal of Educational Psychology, 83(4), 535–549. https://doi.org/10.1111/j.2044-8279.2012.02081.x.
Maskar, S., & Dewi, P. S. (2020). Praktikalitas dan efektifitas bahan ajar kalkulus berbasis daring berbantuan geogebra. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 888–899. https://doi.org/10.31004/cendekia.v4i2.326.
Mitchell, K. M. (2018). Best practices to reduce math anxiety [Pepperdine University]. Retrieved from https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2012&context=etd.
Nida, N. K., Usodo, B., & Saputro, D. R. S. (2020). The blended learning with Whatsapp media on mathematics creative thinking skills and math anxiety. Journal of Education and Learning (EduLearn), 14(2), 307–314. https://doi.org/10.11591/edulearn.v14i2.16233.
Novak, E., & Tassell, J. (2015). Using video game play to improve education-majors’ mathematical performance: An experimental study. Computers in Human Behavior, 53, 124–130. https://doi.org/10.1016/j.chb.2015.07.001.
Peterson, E. (2007). Incorporating screencasts in online teaching. International Review of Research in Open and Distance Learning, 8(3), 1–4. https://doi.org/10.19173/irrodl.v8i3.495.
Rachmavita, F. P. (2020). Interactive media-based video animation and student learning motivation in mathematics. Journal of Physics: Conference Series, 1663, 1–7. https://doi.org/10.1088/1742-6596/1663/1/012040.
Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Taht, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(1), 1–11. https://doi.org/10.1186/s40594-020-00246-z.
Samuel, T. S., & Warner, J. (2021). “I can math!”: Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205–222. https://doi.org/10.1080/10668926.2019.1666063.
Schoenfeld, A. H. (2017). Uses of video in understanding and improving mathematical thinking and teaching. Journal of Mathematics Teacher Education, 20(5), 415–432. https://doi.org/10.1007/s10857-017-9381-3.
Sevindir, H. K., Yazici, C., & Yazici, V. (2014). Mathematics anxiety: A case study for Kocaeli University. Procedia - Social and Behavioral Sciences, 152, 637–641. https://doi.org/10.1016/j.sbspro.2014.09.255.
Simorangkir, M. R. R., Manalu, R. U., & Masta, N. (2021). Prediction and analysis of mathematics anxiety disorders in adolescents during the pandemic. Solid State Technology, 64(2), 3042–3049. Retrieved from http://solidstatetechnology.us/index.php/JSST/issue/view/52.
Soesanto, R. H., & Dirgantoro, K. P. S. (2021). Commemorating one-year of the covid-19 pandemic: Indonesian and international issues of secondary and tertiary mathematics learning. International Journal of Studies in Education and Science (IJSES), 2(1), 18–35. https://www.ijses.net/index.php/ijses/article/view/3.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125. https://doi.org/10.1007/s10857-007-9063-7.
Sudarsono. (2021). Peningkatan efektivitas pengajaran kimia di masa pandemi dengan media Screencast O Matic. Khazanah Pendidikan: Jurnal Ilmiah Kependidikan, 15(1), 32–41. https://doi.org/10.30595/jkp.v15i1.9653.
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38(1), 1–10. https://doi.org/10.1016/j.cedpsych.2012.09.001.
Vukovic, R. K., Roberts, S. O., & Wright, L. G. (2013). From parental involvement to children’ s mathematical performance : The role of mathematics anxiety from parental involvement to children’ s mathematical performance : The role of mathematics anxiety. Early Education & Development, 24(4), 446–467. https://doi.org/10.1080/ 10409289.2012.693430.
Wigfield, A., & Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159–183. https://doi.org/10.1207/s15326985ep2402_3.
Wulandari, S. D. (2019). Profil representasi matematis siswa dalam menyelesaikan masalah matematika dengan media screencast O matic. Journal of Mathematics Education and Science, 2(2), 83–87. https://doi.org/10.32665/james.v2i2.98.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information and Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004.
Copyright (c) 2021 Robert Harry Soesanto, Kurnia Putri Sepdikasari Dirgantoro
This work is licensed under a Creative Commons Attribution 4.0 International License.
