Title:	DESIGN AND EVALUATION OF MOBILE LEARNING RESOURCES IN MATHEMATICS FOR PUBLIC ELEMENTARY SCHOOLS IN MEXICO
Author(s):	V. Robledo-Rella, G. Aguilar, S. Shea, R. Pérez-Novelo, E. Ortega, J.C. Olmedo, J. Noguez, E. Tamés, P. Toiminen
ISBN:	978-972-8939-66-3
Editors:	Inmaculada Arnedillo Sánchez and Pedro Isaías
Year:	2012
Edition:	Single
Keywords:	Mobile Learning resources, Evaluation, Learning Gains, Elementary School
Type:	Full Paper
First Page:	51
Last Page:	58
Language:	English
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Paper Abstract:	This paper presents part of a broader research project whose main objective is to increase the literacy learning outcomes in both Mathematics and Spanish for children studying in public elementary schools in Mexico City. The methodology used to design, implement and evaluate a number of mobile learning (mL) resources aimed for 5th grade in Mathematics is described. Results obtained from two elementary schools are presented. The study included six 5th grade groups with a total sample of N = 170 children, randomly divided into Experimental and Control Groups. The mL resources were uploaded to a server for storage and administration, and each child was given a unique login/password to have access to the mL resources and to interact with the system through individual mobile devices with 24/7 Internet access. The children in the Experimental Groups used the mL resources for three weeks, while the children in the Control Group worked with similar materials using traditional teaching methods. For each group, an integrated relative learning gain was calculated using a Pre-Test / Post-Test assessment tool. This tool allowed to measure the effectiveness of the mL resources with respect to increased comprehension for the topics treated, as well as the overall ability of the students for solving 5th grade math problems. In general, the Experimental Group attained an average learning gain 46% larger than the Control Group. Positive results were also achieved in the ENLACE 2011 Test from the Mexican Ministry of Education (SEP), where the students from both schools showed an average improvement of 12% compared to tests in 2010.
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