Students' creativity in creating interactive learning media combines mastery of school-level mathematics with the ability to apply Visual Basic Application for Excel¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors interpret creative media-making as a combination of school mathematics mastery and VBA for Excel application ability. → Rohaeti 2019
Evidence¶
Rohaeti 2019¶
Rohaeti, E.E., Bernard, M., & Primandhika, R.B. (2019). Developing interactive learning media for school level mathematics through open-ended approach aided by Visual Basic application for Excel. Journal on Mathematics Education, 10(1), 59-68. https://eric.ed.gov/?id=EJ1204890
q1 · i? · causal · r1
Authors' interpretation from the analysis of the media created by student groups, not a tested comparison. They state the combination of mathematics mastery and VBA-aided media-making "is a good creative thinking process", citing prior work (Bernard & Rohaeti, 2016; Fatah et al., 2016; others).
"The combination of students’ mastery towards school mathematics and the ability to make a learning media with the aid of Visual Basic Application for Excel is a good creative thinking process"
Discussion¶
Related Claims¶
- Prospective-teacher students learning with an open-ended VBA-for-Excel approach created more creative interactive learning media than students taught by an expository VBA-based method — related
- After open-ended VBA-based learning, students showed gains in independent creation: 31.43% created new ideas without following examples and 20% made animation-based props, up from 8.69% and 60.86% example-dependence — related
- Post-learning media products spanned multiple mathematics topics: 42.8% geometry-related props, 28.57% arithmetic-related props, 51.43% could explain prop creation, and 60% could use shapes to run their code — related
- On an essential mathematical concept mastery test, 73.91% of the 68 students understood arithmetical operations while 60.86% followed the example picture rather than creating their own — related
- Preliminary study found textbook-only teaching and students whose geometry ability was limited to the visual skill — related
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