Integrating steam-based MOOC as a supplement to didactical and pedagogical practices in school mathematics: A design-based research

Abstract

Mathematics often poses challenges for students, prompting the development of various learning models and platforms. However, few focus on supplements for school learning through design-based research. This study investigates the developed STEAM-based (Science, Technology, Engineering, Art, Mathematics) Massive Open Online Course (MOOC) to supplement mathematics learning. The research involves 31 junior high school math teachers with over 10 years of experience (14 females, 17 males) and 124 9th-grade students (74 females, 50 males). Data from interviews, observations, questionnaires, and tests were analyzed using content analysis, descriptive, and inferential statistics. Results indicate that the STEAM-based MOOC is a valid, practical, and effective tool for enhancing pedagogical and didactic practices. While the platform meets design standards, improvements are needed in visuals and evaluation methods. The MOOC is user-friendly, though its interface, login system, and interactive features require enhancement. Student tests on mathematical understanding, particularly geometry, show improved concept comprehension. With ongoing refinement, STEAM-based MOOC holds significant potential to offer effective, engaging, and innovative technology-based learning experiences in schools.