A Comparative Study of Integrating Multimedia into the Third Grade Math Curriculum to Improve Math Learning

Autor/in	Liu, Yuliang
Titel	A Comparative Study of Integrating Multimedia into the Third Grade Math Curriculum to Improve Math Learning
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 32 (2013) 3, S.321-336 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Control Groups; Experimental Groups; Comparative Analysis; Predictor Variables; Mathematics Instruction; Grade 3; Multimedia Instruction; Multimedia Materials; Technology Integration; Instructional Design; Instructional Development; Pretests Posttests; Elementary School Mathematics; Instructional Effectiveness; Intermode Differences; Intervention; Likert Scales; Teaching Methods; United States + Suchen Sie Ihr Suchwort? Prädiktor; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Elementare Mathematik; Schulmathematik; Unterrichtserfolg; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; USA
Abstract	This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary school in the midwest of USA. The independent variable was the multimedia math lesson and the dependent variable was students' math performance. It was hypothesized that the (a) teacher and students scored favorably about the multimedia math lesson, (b) students were very attentive to multimedia math instruction, and (c) the students scored statistically higher on the posttest at the end of the intervention in the experimental group than in the control group. The findings have theoretical and practical international implications for K-12 education. (Contains 8 tables and 1 figure.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10