Understanding fractions has long been a difficult aspect of mathematics education, especially when teaching complex concepts using traditional methods. To overcome these difficulties, educational technology has been integrated into fraction learning modules, providing more interactive and stimulating learning experiences. However, the effectiveness of these modules in the context of fraction learning has not been thoroughly explored compared to other areas of mathematics education. This study uses the SCORE model to evaluate these modules, focusing on five key elements: Strengths (S), Challenges (C), Options (O), Responses (R) and Effectiveness (E). By analyzing literature from reputable databases such as Google Scholar, SCOPUS and Web of Science, the study assesses how educational technology improves students' understanding of fractions by offering personalized learning experiences. The study emphasizes the strengths of these modules, such as real-time feedback and personalized learning opportunities. Nevertheless, challenges, such as the digital literacy gap among educators and the need for language adaptations, have also been identified. The study concludes that the SCORE model offers a comprehensive framework for evaluating and enhancing fraction learning modules, ensuring that educational technology is effectively utilized to support diverse learners. Future research should explore the scalability of these modules and their long-term impact on students' mathematics achievement.
Abdualiyeva, R., Seitova, S., Tasbolatova, R., & Smagulova, L. (2022). Methodology of application of case technology in the process of teaching mathematics. Cypriot Journal of Educational Sciences, 17(9), 3545–3555. https://doi.org/10.18844/cjes.v17i9.8119
Amo-Asante, K., & Bonyah, E. (2023). Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective. Mediterranean Journal of Social & Behavioral Research, 7(3), 151–159. https://doi.org/10.30935/mjosbr/13381
Azeman, M. T., Mohd Matore, M. E., Ishak, H., Othman, N., Rosli, N. M., Sabtu, S. H., & Mohd Noh, M. F. (2024). Application of the SCORE model in enhancing competency of agile coaches in sports coaching. International Journal of Academic Research in Progressive Education and Development, 13(3), 3979–3987. https://doi.org/10.6007/IJARPED/v13-i3/22743
Bush, J. B. (2021). Software-based intervention with digital manipulatives to support student conceptual understandings of fractions. British Journal of Educational Technology, 52(6), 2299–2318. https://doi.org/10.1111/bjet.13139
Cao, Y., AlKubaisy, Z. M., Stojanovi?, J., Deni?, N., Petkovi?, D., Zlatkovi?, D., & Zaki?, A. (2022). Appraisal of information and communications technologies on the teaching process by neuro fuzzy logic. Computer Applications in Engineering Education, 30(3), 779–802. https://doi.org/10.1002/cae.22486
Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM – Mathematics Education, 52(7), 1223–1242. https://doi.org/10.1007/s11858-020-01196-0
Dugdale, S. (2021). The design of computer-based mathematics instruction. In J. H. Larkin & R. W. Chabay (Eds.), Computer Assisted Instruction and Intelligent Tutoring Systems (pp. 11–45). Routledge.
Emmanuel, S. H. (2024). The integration of technology in educational management among HEIs in Kaduna State, Nigeria: challenges and strategies. International Journal of Latest Technology in Engineering, Management & Applied Science, XIII(I), 21–34. https://doi.org/10.51583/IJLTEMAS.2024.130104
Fowler, S., & Leonard, S. N. (2021). Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools. Professional Development in Education, 50(1), 192–204. https://doi.org/10.1080/19415257.2021.1955732
Friesen, M. E., & Kuntze, S. (2020). The role of professional knowledge for teachers’ analysing of classroom situations regarding the use of multiple representations. Research in Mathematics Education, 22(2), 117–134. https://doi.org/10.1080/14794802.2019.1710555
Gaggi, O., & Petenazzi, G. (2019). A digital platform for teaching mathematics. ACM International Conference Proceeding Series, 37–42. https://doi.org/10.1145/3342428.3342666
Greaves, D. E. (2024). Bridging the digital divide: the role of online education in promoting equity. International Journal of Contemporary Education, 7(2), 1–9. https://doi.org/10.11114/ijce.v7i2.6768
Hunt, J. H., Taub, M., Marino, M., Duarte, A., Bentley, B., & Holman, K. (2022). Demonstrating core components of a game-based fraction supplemental curriculum. Proceedings of International Conference of the Learning Sciences, ICLS , 1958–1959.
Hussein, H. (2023). Global trends in mathematics education research. International Journal of Research in Educational Sciences, 6(2), 309–319. https://doi.org/10.29009/ijres.6.2.9
Ishak, H., Mohd Matore, M. E. @ E., Othman, N., Mohd Rosli, N., Sabtu, S. H., Mohd Nor, M. F., & Azeman, M. T. (2024). Strategy-based assessment using SCORE model in adaptive behavior evaluation. International Journal of Academic Research in Business and Social Sciences, 14(9), 1592–1601. https://doi.org/10.6007/IJARBSS/v14-i9/22745
Jun-On, N., Suparatulatorn, R., Kaewkongpan, D., & Suwanreung, C. (2022). Enhancing pre-service mathematics teachers’ technology integrated competency: Cooperative initiation and open lesson observation. International Journal of Information and Education Technology, 12(12), 1363–1373. https://doi.org/10.18178/ijiet.2022.12.12.1760
Kementerian Pendidikan Malaysia. (2021). Laporan Tahunan 2021: Pelan Pembangunan Pendidikan Malaysia 2013-2025.
Lee, J., Bryant, D. P., & Bryant, B. R. (2023). The effect of a tier 2 multicomponent fraction intervention for fifth graders struggling with fractions. Remedial and Special Education, 44(1), 28–42. https://doi.org/10.1177/07419325211069878
Marchisio, M., Remogna, S., Roman, F., & Sacchet, M. (2022). Teaching mathematics to non-mathematics majors through problem solving and new technologies. Education Sciences, 12(1), 34. https://doi.org/10.3390/educsci12010034
Marciniak, J., & Szczepa?ski, M. (2020). Individualized learning in a course with a tight schedule. Procedia Computer Science, 176, 2059–2068. https://doi.org/10.1016/j.procs.2020.09.242
Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Educational Technology Research and Development, 70(3), 691–712. https://doi.org/10.1007/s11423-022-10104-0
Neal, M. (2023). SWOT, NOISE, SOAR, and SCORE, tools for strategy. https://medium.com/@marcneal/swot-noise-soar-and-score-tools-for-strategy-3b11a30031fd
Neal, M. (2024). SCORE, an alternative to SWOT. https://medium.com/@marcneal/score-an-alternative-to-swot-64bcf5fc740a
Ortiz, E. A., Cristia, J., & Cueto, S. (2020). Improving mathematics education through technology. In E. A. Ortiz, J. Cristia, & S. Cueto (Eds.), Learning Mathematics in the 21st Century: Adding Technology to the Equation (pp. 1–15). Inter-American Development Bank. https://doi.org/10.18235/0002599
Othman, N., Mohd Matore, M. E. E., Mohd Rosli, N., Sabtu, S. H., Mohd Noh, M. F., Azeman, M. T., & Ishak, H. (2024). Enhancing developmental assessments for children with intellectual disabilities in Malaysia: The application of the SCORE model. International Journal of Academic Research in Progressive Education and Development, 13(3), 5149–5158. https://doi.org/10.6007/IJARPED/v13-i3/22760
Pramudiani, P., Herman, T., Turmudi, Dolk, M., & Doorman, M. (2022). How does a missing part become important for primary school students in understanding fractions? Journal on Mathematics Education, 13(4), 565–586. https://doi.org/10.22342/jme.v13i4.pp565-586
Reich, J. (2020). Failure to Disrupt: Why Technology Alone Can’t Transform Education (1st ed.). Harvard University Press.
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction, 65, 1–19. https://doi.org/10.1016/j.learninstruc.2019.101264
Sabtu, S. H., Mohd Matore, M. E., & Maat, S. M. (2023). The Six Sigma approach improves teacher instruction quality through Quadruple Helix Model expectations. International Journal of Academic Research in Business and Social Sciences, 13(4), 781–791. https://doi.org/10.6007/IJARBSS/v13-i4/16679
Sarifah, I., Rohmaniar, A., Marini, A., Sagita, J., Nuraini, S., Safitri, D., Maksum, A., Suntari, Y., & Sudrajat, A. (2022). Development of android based educational games to enhance elementary school student interests in learning mathematics. International Journal of Interactive Mobile Technologies, 16(18), 149–161. https://doi.org/10.3991/ijim.v16i18.32949
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064–1096. https://doi.org/10.1080/02671522.2021.1907778
Stein, H., Gurevich, I., & Gorev, D. (2020). Integration of technology by novice mathematics teachers – what facilitates such integration and what makes it difficult? Education and Information Technologies, 25(1), 141–161. https://doi.org/10.1007/s10639-019-09950-y
Tan, C.-K., Khoo, H.-S., Tan, C.-P., & Cheah, W.-P. (2022). Integration of pedagogical agent in learning. Proceedings of the International Conference on Computer, Information Technology and Intelligent Computing (CITIC 2022), 572–578. https://doi.org/10.2991/978-94-6463-094-7_46
Wahyuni, Y., Jamaris, & Solfema. (2021). Integration of digital technology in mathematics learning. International Journal of Humanities Education and Social Sciences (IJHESS), 1(3), 144–151.
Zhang, X., & Tahir, S. (2023). Leveraging technology to enhance access to quality legal education in Malaysia. International Journal of Social Science and Business Management, 1(2), 63–73. https://doi.org/10.59021/ijssbm.v1i02.46.
Ismail, S. A. S., Maat, S. M., & Khalid, F. (2024). SCORE Model-Based Strategy Assessment for Fraction Learning Modules with Educational Technology. International Journal of Academic Research in Business and Social Sciences, 14(10), 2899–2909.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
