Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process
DOI:
https://doi.org/10.53555/ms.v2i1.239Keywords:
Text-Messaging, SMS (short messaging service),, Mobile Phone,, Mathematics Teaching-Learning Process,, Student’s Perception, Student’s Attitude,, University of San CarlosAbstract
A lot of teachers are complaining that students are “texting” inside the classroom even during class hours. With this, this research study on students’ perception before the integration and the students’ attitude after the integration of text-messaging inside the classroom during the mathematics teaching-learning process was conducted. With 35-sample accountancy students at University of San Carlos, preliminary survey showed: 1) all of them have their own cellphone; 2) twenty-four out of 35 (68.57%) have airtime load everyday; and 3) all of them haven’t experienced the integration of text-messaging in their teaching-learning process. Additionally, the students: 1) have a positive attitude towards mathematics; 2) agreed if the integration of text-messaging will be implemented; 3) still agreed after the implementation; and 4) evaluated the integration as effective. Furthermore, there is: 1) no significant difference between the before and after responses of the students on integration; 2) a significant relationship between the students’ attitude towards mathematics and the students’ perception on integration; 3) no significant relationship between the students’ attitude towards mathematics and the students’ attitude on integration; and 4) no significant relationship between the students’ assessment on the effectiveness indicator of the integration and the students’ attitude on integration.
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