Improving Learning Experience of Probability and Statistics using Multimedia System In this 21st century, the rapid development and growth of technology has enhanced teaching and learning experiences effectively in the delivery of learning contents. However, there are still lacking of integration of information technology (IT) in teaching although IT is pervasive. This study was conducted to determine the relationship between Information Technology (IT) capabilities, learning experiences and performance of teaching and learning Mathematics. Multimedia Probability and Statistics System (MMPASS) was developed and used as the IT capability framework to determine the effects on studentsxe2x80x99 learning experiences towards performance of Mathematics. The sample size of this study were 66 students of foundation programme who are taking Probability and Statistics subject. The subject was delivered to two different groups of students; xe2x80x9cwithxe2x80x9d and xe2x80x9cwithoutxe2x80x9d the MMPASS. Findings showed that studentsxe2x80x99 learning experiences and performances of their academic achievement have been improved by using MMPASS. Hence, MMPASS is one of the effective IT capability in improving performance of teaching and learning Mathematics.

Formative assessment with interactive whiteboards: A oneyear longitudinal study of primary studentsxe2x80x99 mathematical performance Abstract   The popularity of interactive whiteboards (IWBs) has grown and, in many countries, are nearly ubiquitous. Nevertheless, a lack of training, among other factors, has led to teachers misusing, or even abandoning this technology. While IWBs should improve learning outcomes, few studies have evaluated the impact of longterm IWBbased instruction. The purpose of this study is to track changes in the mathematical performance through formative assessment (FA) for primary school students participating in an IWB Formative Assessment (FA) system, characterized by elements including feedback, social learning through discussions, agentive learning through personalized options, and gamebased learning featuring amonggroup competition and withingroup collaboration. A convenience sample of 178xe2x80xafsgrade students from the same grade (four classes) participated in the study, which lasted one school year. Hierarchical linear modeling (HLM) was utilized to analyze data from the IWB system, revealing the following: (1) a significant correlation between studentsxe2x80x99 involvement in formative IWB activities and mathematics achievement (txe2x80xafxe2x80xaf6.52; pxe2x80xafxe2x80xaf0.00); (2) no effect of gender on initial mathematics performance; (3) a significant role of student motivational goals on initial mathematics performance, with higher masteryavoidance associated with better initial assessments (txe2x80xafxe2x80xaf2.02, pxe2x80xafxe2x80xaf0.04) and higher performanceavoidance associated with lower initial assessments (txe2x80xafxe2x80xafxe2x88x922.60, pxe2x80xafxe2x80xaf0.03); (4) interaction between gender and linear change, with girls outperforming boys (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01) in FA performance over time (although boys made advances on summative assessments); and (5) a negative interaction of masteryavoidance with linear change, where higher levels of masteryavoidance were associated with a greater decline in FA performance over time (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01). In short, the research findings suggest that if teachers use IWBbased FA over a relatively long time, they must pay special attention to boys and those who hold high masteryavoidance goals.