Abstract

The adoption of the learning management system (LMS) in secondary schools is scaling up around the globe. Many educational institutions use the LMS to mainstream teaching and learning. This study examined the effectiveness of the Moodle LMS in teaching and learning geometry in secondary schools. A quasi- experimental design was employed to generate data from two groups of students: the control group and the treatment group. The treatment groups learned geometry using the developed Moodle LMS while the control group learned geometry using the traditional chalk and talk method. Both the treatment and control groups did pre-test and post-test to track the impact of the intervention. The analysis of covariance (ANCOVA) test was employed to compare the pre-test and post-test scores and to make statistical analysis. The analysis revealed that the students who were taught geometry through the Moodle LMS outperformed those taught geometry through the traditional chalk and talk method. It is established in the study that for students to learn geometry better through the Moodle LMS, the system should be used to start teaching from the first topics of Form I to upper topics. Also, students should be given enough time to access the Moodle LMS to learn mathematics. The study concludes that the integration of the LMS in teaching and learning mathematics is a means by which failure in mathematics can be minimised.

摘要

中学在全球范围内逐渐采用学习管理系统（LMS）。许多教育机构使用LMS来将教学主流化。这项研究检验了Moodle LMS在中学教与学几何中的有效性。采用准实验设计从两组学生中生成数据：对照组和治疗组。治疗组使用开发的Moodle LMS学习几何形状，而对照组则使用传统的粉笔和谈话方法学习几何形状。治疗组和对照组均进行了测试前和测试后以追踪干预措施的影响。使用协方差分析（ANCOVA）检验比较测试前和测试后的分数，并进行统计分析。分析表明，通过Moodle LMS教授几何的学生要优于通过传统粉笔和谈话方法教授几何的学生。在研究中确定，要让学生通过Moodle LMS更好地学习几何，应该使用该系统来开始从中I的第一主题到较高主题的教学。另外，应该给学生足够的时间以访问Moodle LMS来学习数学。研究得出的结论是，将LMS集成到教学中可以最大程度地减少数学上的失败。应该使用该系统来开始从表格I的第一个主题到更高主题的教学。另外，应该给学生足够的时间以访问Moodle LMS来学习数学。研究得出的结论是，将LMS集成到教学中可以最大程度地减少数学上的失败。应该使用该系统来开始从表格I的第一个主题到更高主题的教学。另外，应该给学生足够的时间以访问Moodle LMS来学习数学。研究得出的结论是，将LMS集成到教学中可以最大程度地减少数学上的失败。