Open AccessUsing Some Mobile Applications for Teaching Mathematics During COVID-19 Pandemic Through Providing a Suitable Environment
Author(s) -
Fenk Khasraw Hussin,
Shuokr Qarani Aziz
Publication year - 2021
Publication title -
govarî zankoy ṛapeṛîn
Language(s) - English
Resource type - Journals
eISSN - 2522-7130
pISSN - 2410-1036
DOI - 10.26750/vol(8).no(4).paper1
Subject(s) - class (philosophy) , mathematics education , pandemic , covid-19 , desk , process (computing) , teaching method , computer science , multimedia , mathematics , medicine , artificial intelligence , disease , pathology , infectious disease (medical specialty) , operating system
The coronavirus disease 2019 (COVID-19) pandemic and other crises create problems for the normal teaching process in the class. In this case, alternate teaching techniques such as mobile applications are required for continuing the teaching and learning process. This research focuses on teaching mathematics in class 12 by using applications (available on mobiles, laptops, desk tops, iPads etc.), namely Phone, Viber, WhatsApp and Messenger so as to provide an appropriate teaching environment. Class 12 in Gawher Preparatory School (both scientific and literary branches) in Erbil City, Kurdistan Region-Iraq was selected for this study. The sample sizes for both scientific and literary branches during the academic year 2019-2020 were 31 and 53, respectively. Pre and post tests were administrated to check pupils’ achievements. Videos were prepared and uploaded to the teaching groups in Viber and Messenger. Suitable environments for teaching mathematics to class 12 were provided via direct communication, and questions and answers were provided. The results revealed that average scores for pre and post tests for the scientific branch were 20 % and 63.33 %, respectively; while for the literary branch were 17.5 % and 50.83 %, respectively. The mobile applications experimented with have led to the enhancement of the mathematics teaching process outside normal classes and particularly during the COVID-19 lockdown periods and crisis. Also, COVID-19 lockdowns decreased noise pollution, water consumption, production of wastewater, generation of solid waste, and expenditures at schools. Additionally, a number of problems, benefits, and recommendations have been outlined; for instance, providing internet and continuous electricity for schools, supplying mobile phones or laptops for pupils with reasonable prices, and running training courses for teachers and pupils are essential.