The Use of EduPlatApps in Teaching Probability and its Implication to Student Interactivity
Abstract
Online learning became rampant all over the world to help in preventing the spread of the COVID-19. Due to the rise of this learning set-up, different educational platforms and applications (EduPlatApps) were introduced to make learning easy and convenient for everyone. Using the TPACK Framework, the researchers investigated how the existing EduPlatApps are utilized in teaching probability at a university in the Philippines in the online education set-up and constructed a set of guidelines that would help teachers to effectively utilize the existing EduPlatApps. Phenomenography was used as the research design of the study. The existing EduPlatApps that teacher-participants use in teaching probability was identified and examined to know how teachers utilize it in teaching probability concepts. The participants were also interviewed to know their experiences and perceptions in using the EduPlatApps. It was found out that the EduPlatApps used by teachers in teaching probability courses are classified into five categories: (1) video conferencing and chatting,(2) digital whiteboards,(3) simulators,(4) videos and interactive learning materials, and (5) probability calculators. While it is not possible to find one application that could provide maximum interactivity among students, the researchers found that the combination of several EduPlatApps that complement each application's features could suffice. In combining these applications, two themes must be considered: internalization and abstraction. Unless these two themes are taken into account when using the EduPlatApps, there would be less interaction in the online classroom setup.
