Leveraging Emoji-Based Diagrammatic Approaches to Enhance Algebra Learning in Lower Secondary Education

Abstract

The aim of this study is to evaluate the understanding and effectiveness of the Emoji Diagrammatic Approach (EDA) in the teaching and learning of algebra among Form One students in a Malaysian secondary school. A total of 26 students were involved in this action research. Data were collected using pre-tests, post-tests, student feedback forms, and document analysis. Prior to the main study, a pilot test involving five students was conducted to validate and refine the research instruments.The results indicate notable improvements in students’ understanding and engagement in learning algebra through the use of emojis in diagrammatic representations. Quantitative data were analysed using Microsoft Excel and SPSS software (version 17.0). The findings suggest that the Emoji Diagrammatic Approach not only enhances students’ conceptual understanding but also stimulates interest and logical thinking in algebraic problem-solving. Moreover, the study highlights the importance of thorough teacher preparation, including assessing students’ prior knowledge and carefully planning lesson delivery to ensure the approach is effectively implemented. This approach offers promising potential as an innovative strategy in teaching mathematics, particularly in addressing common difficulties faced by lower secondary students in algebra.