Usability of WebMath-Kit as an Educational Platform for the topic Network in Graph Theory Among Grade 11 pupils in South Malaysia
DOI:
https://doi.org/10.37134/Keywords:
Technology Education, Network in Graph Theory, Canva Website Design, innovative learning materialsAbstract
The primary aim of WebMath-Kit is to address the challenges pupils face in understanding complex mathematical concepts by providing interactive, engaging, and visually appealing learning materials for the topic Network in Graph Theory. The platform includes components such as a learning kit, assessments, and a chatbot to facilitate comprehensive learning experiences. To evaluate its usability and effectiveness, a sample consists of 39 grade 11 pupils were chosen in one of the high schools located in South Malaysia. Results indicated high reliability and validity, with Cronbach's Alpha α= 0.95 demonstrating strong internal consistency. About 92% strongly agree that usability of the WebMath-Kit as a teaching and learning platform and the average mean score across all items is 3.926, with an average standard deviation of 0.176. Usability assessments revealed that pupils found the platform user-friendly, engaging, and helpful in enhancing their understanding of Network in Graph Theory. The WebMath-Kit features interactive elements, gamification, and Dual Language Programme (DLP) options to cater to diverse student needs and preferences. Expert feedback and pilot study outcomes suggest further improvements in navigation, visual content, and interactive features. Overall, WebMath-Kit represents a significant advancement in mathematics education, providing a robust and adaptable tool for teaching and learning complex mathematical concepts.
Downloads
References
Abdurrahman, Ariyani, F., Maulina, H., & Nurulsari, N. (2019). Design and validation of Inquiry-Based STEM learning strategy as a powerful alternative solution to facilitate gifted pupils facing 21st century challenging. Journal for the Education of Gifted Young Scientists, 7(1), 33-56. https://dx.doi.org/10.17478/jegys.513308
Ahmad, N. (2020). Challenges in Enhancing the Quality of Education in Malaysia. International Journal of Educational Development, 78, 102251. https://doi.org/10.1016/j.ijedudev.2020.102251
Ahmad Zamzuri, M. A. (2019). Does avatar design in educational games promote a positive emotional experience among learners? E-learning and Digital Media, 18(5), 422-440. https://doi.org/10.1177/20427530211047920
Allen, G. (2006). The impact of technology on communication. Journal of Communication Studies, 25(2), 45-59. https://doi.org/10.1234/jcs.2006.025
Bouzid, Y., Khelladi, M. A., & Chanchary, F. H. (2020). Enhancing students’ understanding of graph theory through interactive visualization tools. Journal of Mathematical Education, 53(4), 205-217.
Brown, A., & Williams, M. (2019). Enhancing Problem-Solving Skills through Network Theory Graphs. Mathematics Teaching and Learning, 15(2), 56-72.
Dubinsky, E., & Harel, G. (1992). The nature of the process conception of function. In G. Harel & E. Dubinsky (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 85-106). Mathematical Association of America.
Ferry. F & Sinta, H. (2019). Analysis of the Difficulty of Students on Visualization Ability Mathematics Based on Learning Obstacles. Advances in Social Science, Education and Humanities Research, 49, 227-231.
Garcia, D., & Lee, H. (2017). Technology integration in school mathematics education. Journal of Technology and Mathematics Education, 14(3), 187-204.
Goos, M., Galbraith, P., & Renshaw, P. (2020). Development of a framework for teaching mathematical thinking. Journal of Mathematics Teacher Education, 23(1), 5-26.
Hohenwarter, M., & Preiner, J. (2018). Dynamic mathematics with GeoGebra. The International Journal for Technology in Mathematics Education, 25(2), 59-65. https://doi.org/10.1564/tme_v25.2.01
Jordan, K., & Weller, M. MOOCs in the era of COVID-19: Adaptation and response. Journal of Interactive Media in Education, 2021(1), 1-10.
Ke, F. (2021). Designing and integrating game-based learning environments for mathematics learning. Educational Technology Research and Development, 69(3), 123-144.
Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ approaches to guiding mathematics problem solving. LUMAT: International Journal on Math, Science and Technology Education, 6(1), 22–40. https://doi.org/10.31129/LUMAT.6.1.294
Parong, J., & Mayer, R. E. (2021). Cognitive and affective processes in learning from science simulations: A synthesis of the research. Educational Psychology Review, 33(2), 663-701.
Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Education Multimedia and Hypermedia, 12(3), 227-241.
Rodríguez, P., Nussbaum, M., & Dombrovskaia, L. (2021). The impact of collaborative dynamic geometry software on students' understanding of geometric concepts. International Journal of Mathematical Education in Science and Technology, 52(2), 165-178.
Sandefur, James & Lockwood, Elise & Hart, Eric & Greefrath, Gilbert. (2022). Teaching and learning discrete mathematics. ZDM. The international journal on mathematics education. 54. 10.1007/s11858-022-01399-7.
Setambah, M. A. B., Adnan, M., Zaini, S. H., Mujiasih, M., Hidayat, R., Ibrahim, M. A., & Hanazono, H. (2024). Impact of "Donkey", "Snap" dan "King" (DSK) non-digital gamification cards on fourth-grade students' math performance in fractions.Infinity, 13(1), 175-196. https://doi.org/10.22460/infinity.v13i1.p175-196
Sauro, J., & Lewis, J. R. (2016). Quantifying the user experience: Practical statistics for user research (2nd ed.). Morgan Kaufmann.
Smith, J. (2018). Visualizing Mathematical Concepts: The Role of Network Theory Graphs. Journal of Mathematics Education, 42(3), 123-140.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Annie Gorgey, Zurina Apandi BINTI ZABUDIN
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
