Pictures with Narration versus Pictures with On-Screen Text during Teaching Mathematics

Autor/inn/en	Ioannou, Panagiotis; Rodiou, Evdoxia; Iliou, Theodoros
Titel	Pictures with Narration versus Pictures with On-Screen Text during Teaching Mathematics
Quelle	In: Research in Pedagogy, 7 (2017) 1, S.57-68 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Mathematics Instruction; Visual Aids; Narration; Elementary School Mathematics; Multimedia Instruction; Comparative Analysis; Comprehension; Instructional Effectiveness; Elementary School Students; Recall (Psychology); Grade 4; Grade 5; Foreign Countries; Geometric Concepts; Computer Uses in Education; Statistical Analysis; Questionnaires; Greece + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Elementare Mathematik; Schulmathematik; Multimediales Lernen; Verstehen; Verständnis; Unterrichtserfolg; Abberufung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Elementare Geometrie; Computernutzung; Statistische Analyse; Fragebogen; Griechenland
Abstract	The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension in Mathematics: pictures with concurrent narration versus pictures with on-screen text, during teaching triangles, a lesson in Mathematics. Forty primary school children (boys and girls) selected to participate in this study. Students split into two experimental groups with the technique of simple random sampling. The first group consisted of students who viewed and listened (pictures with narration group), while the second group consisted of students who viewed (pictures with on-screen text) a presentation of triangles. A recall test was used to evaluate students' comprehension. The results showed that students' comprehension was better when triangles' presentation (pictures) was accompanied with spoken words, than with printed words. The pictures with narration group performed better than the pictures with on-screen text group, in recall test (M = 4.97, SD = 1.32) p<0.01. Results are consistent with the modality principle in which learners are more likely to build connections between corresponding words and pictures when words are presented in a spoken form (narration) simultaneously with pictures. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01