Effect of ICT Mediated Interdisciplinary Approach of Learning Mathematics on Elementary Students

Abstract

This Posttest only Equivalent Groups experimental study compared a procedure that is the JCT Mediated Interdisciplinary Approach (!MIA) for helping a section of eighth class students to be better able to improve the performance levels and process skills identified by the researchers. The performance levels were assessed using Performance Assessment Rubric (PAR)- Teacher's Perception; the process skills were assessed along the Engagement assessment Rubric-Peer's Perception; both the rubrics were developed by the researchers. It was predicted !MIA would improve the performance levels (Emerging, Beginning, Developing, Expanding, and Proficient) and process skills (Meaning Making, Drafting, and Reflecting); four separate Chi square tests were conducted to test the relationship between the treatment and achievement of performance levels and process skills obtained along the PAR and EAR. A variety of contextual problems from across subjects like physics, chemistry, biology, ecology, biodiversity, geology, geography and surroundings were chosen and used in classroom to deliver concepts in mathematics; the contexts chosen were appropriate to the concepts. The contexts chosen as problem situations were laden with a lot of facts to maintain the curiosity among the students; multimedia as were used to present the contexts on screen using projector. The findings revealed that the performance levels as well as process skills of experimental group students exposed to IMIA was significantly better than that of their control group counterparts. It was observed that curiosity seemed to stimulate students to get involved in carrying the calculations for self; the challenge to invent for self was motivating factor towards engagement in process skills; repetition of procedure could be made interesting; the fact based contexts from other disciplines could trigger discussion and engagement in process aspects of concept development. There was the challenge of choosing the concept appropriate context from other discipline; this was the toughest task; then steering the discussion towards the concept was the crucial task for the teacher; Facts laden multimedia as were likely divert students from the core concept. This was an attempt to break compartmentalization of disciplines and make mathematical process more important than product. ICT mediation was designed to accelerate the whole process efficiently.