Teaching Mathematics in a MOODLE-Based Learning Environment

Development of technology in education includes eLearning approaches such as the use of a Learning Management System (LMS). The study focused on the processes undertaken to determine the usability of MOODLE in the teaching and learning of different mathematics courses in a university. Specifically, this aimed to determine the level of preparedness of teachers; the level of validity of the modules in mathematics as resource materials, the level of performance of the students in mathematics courses with the use of MOODLE, the level of usability of MOODLE, and the challenges encountered by the students and teachers in their use of MOODLE. This study made use of descriptive and developmental methods of research. The respondents of the study involved 6 mathematics teachers and 135 students who used MOODLE in the following mathematics courses, namely: Fundamentals of Statistics A, Fundamentals of Statistics B, Basic Statistics, Probability and Statistics, Linear Algebra, and Advanced Calculus. Findings of the study revealed that the teachers were not prepared to integrate technology for instruction which implied their lack of technology skills. The modules obtained high validity ratings which indicate their acceptability as inputs in the LMS. The students have satisfactory performance in their use of MOODLE as also manifested by the high usability of MOODLE as evaluated by both students and teachers. However, poor or lack of internet connection was the foremost challenge in using the LMS. Based on the findings of the study, a decision model was developed that may serve as a basis for teaching mathematics courses in a MOODLE-based learning environment.

Keywords –learning management system, mathematics instruction, MOODLE, usability