Abstract—This study established an indigenous culture-oriented collaborative problem solving–based (CPS-based) mobile lesson plans, teaching materials (game apps), and assessments for elementary school geometry, providing the indigenous students with another way to learn geometry (the chapter of Angles) and breaking the time and space boundaries of learning through mobile learning. The period of study spanned from 2017 to 2018, and the participants in this study were 16 5th grade students from an elementary school in which there are almost indigenous students located in Yilan County, Taiwan. This study provided geometry-related CPS mobile learning demonstration activities such as using mobile device learning and the game app competition of Angles. In the process, the tests that similar to the Programme for International Student Assessment (PISA) were conducted before and after the course to verify if the indigenous students’ Angles concept exhibited significant changes by using the paired-sample t-test. Study results showed that the students’ test results from the post-test were significantly better than those from the pre-test. Therefore, the combination of Atayal culture with CPS mobile learning courses was determined to have a significant positive impact on the geometry concept (Angles) of indigenous students.
 

Index Terms—Indigenous student; Geometry; Mobile learning; Collaborative Problem Solving (CPS); the Programme for International Student Assessment (PISA)

Cite: Chao Jen-Yi, Liu Chuan-His, and Yeh Yi-Hsin, "The Study of Indigenous Students’ Learning Effect on Geometry Course with CPS Mobile Learning and Atayal Culture," International Journal of Learning and Teaching, Vol. 6, No. 1, pp. 1-6, March 2020. doi: 10.18178/ijlt.6.1.1-6
 

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