Literaturnachweis - Detailanzeige
| Autor/in | Ojo, S. G. |
|---|---|
| Titel | Effects of Animated Instructional Packages on Achievement and Interest of Junior Secondary School Student in Algebra |
| Quelle | In: Mathematics Teaching Research Journal, 14 (2022) 1, S.99-113 (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Foreign Countries; Animation; Secondary School Students; Algebra; Mathematics Instruction; Teaching Methods; Gender Differences; Instructional Effectiveness; Student Interests; Computer Uses in Education; Educational Technology; Nigeria |
| Abstract | This study explored the use of animation in the classroom by investigating whether or not students taught with animation will achieve better than recorded teaching. This study adopted non-equivalent control group, quasi experimental design. Eighty (80) Junior Secondary School 2 students (40 males, 40 females) from two co-educational private junior secondary schools in Bwari Area Council of the Federal Capital Territory (in Nigeria) were involved. Gender of the students and availability of functional computers determined the choice of schools hence purposive sampling was used to select six schools that have functional computer laboratories out of which two schools were randomly sampled using simple balloting with replacement. The purposive sampling means the sampling that adequately addresses the purpose of research which means in this case means schools with boys and girls and having functional computer systems. Two instruments were used for this study, namely Algebra Achievement Test (AAT) and Interest Inventory (MII). The findings showed that teaching algebra with animation can enhance achievement and interest of students in algebra. Gender had no significant influence on the performance of students exposed to animation. The implication of these findings is that teachers now have alternative strategy to teach a concept in junior secondary school. Based on the findings, it was recommended that workshops, seminars and conferences should be organized for teachers to implement the findings of this study in the classroom. (As Provided). |
| Anmerkungen | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
