Enhancing Math Pass Rates with Simple Tools Like WhatsApp | ||||
| Journal of Distance Learning and Open Learning | ||||
| Volume 13, Issue 24, June 2025, Page 126-148 PDF (863.92 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jdlol.2025.300351.1037 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Mbazima Amos Ngoveni  
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| Department of Mathematics Education, College of Education, University of South Africa | ||||
| Abstract | ||||
| This study explores the innovative use of WhatsApp as an educational tool within the Open Distance e-Learning (ODeL) environment at the University of South Africa (UNISA), specifically targeting the Mathematics module MAE103L. Addressing the challenges posed by remote learning, this research evaluates how WhatsApp, a widely accessible and user-friendly mobile messaging app, can significantly improve student engagement and academic outcomes. Through a literature review and qualitative analysis, the study draws upon Social Learning Theory to demonstrate how observational learning, modeling, imitation, reinforcement, and motivation facilitated by WhatsApp can enhance learning dynamics. This study focuses on the period from 2019 to 2021, during which WhatsApp was leveraged to manage large student groups, distribute educational resources, and foster a collaborative learning atmosphere. Findings indicate that the implementation of WhatsApp contributed to a notable increase in pass rates from an initial 30% to 94% by mid-2021. The study underscores the potential of mobile technology to transform educational practices, particularly in resource-constrained settings, while also highlighting the challenges related to the digital divide and data privacy. Recommendations for maximizing the educational benefits of WhatsApp include structured activities and guidelines for managing group interactions to maintain focus on educational objectives. This research contributes to the broader discourse on integrating mobile technologies in education, providing empirical evidence of the benefits and limitations of such tools in enhancing student performance. | ||||
| Keywords | ||||
| ODeL; Instructional Strategies; Educational Assessment; Teacher Professional Development; Student Achievement | ||||
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