Effects of Multimedia Instructional Strategy for Enhancing Students' Learning and Retention in Mathematics

Autor/inn/en	Kumar, R. Raj; Hema, G.
Titel	Effects of Multimedia Instructional Strategy for Enhancing Students' Learning and Retention in Mathematics
Quelle	In: Journal on School Educational Technology, 13 (2017) 2, S.7-13 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Multimedia Instruction; Educational Strategies; Academic Achievement; Foreign Countries; Information Technology; Retention (Psychology); Mathematics Instruction; Experimental Groups; Control Groups; Pretests Posttests; Comparative Analysis; Quasiexperimental Design; High School Students; Diagnostic Tests; Technology Uses in Education; Influence of Technology; India + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lehrstrategie; Schulleistung; Ausland; Informationstechnologie; Merkfähigkeit; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Diagnostic test; Diagnostischer Test; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Indien
Abstract	Information and Communication Technology (ICT) has infused in every walk of life effecting the technology fields, such as launching satellites, managing businesses across the globe, and also enabling social networking. The technological tools provide students in discovering, classifying, and enhancing the knowledge towards mathematical concepts and relationships. The purpose of this study is to enhance students' learning in mathematics through teaching multimedia instructional strategy. The study was performed over the 60 IX standard students selected randomly. 30 students constituted the experiment group and 30 students constituted the control group. Multimedia instructional strategy were applied to experiment group and traditional method of instruction were implemented on the control group. Before the treatment both group were diagnosed and pretested and taught through multimedia for experimental group and traditional method for control group. After the intervention both groups were assessed by post-test. After 20 days both groups were tested by retention and then analysed by t-test. The results show that, experimental group students have more retention in learning mathematics. So this is an evidence that technological devices must enhance the students learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01