Is More Always Better? The Separate and Combined Effects of A Computer and Video Programme on Mathematics Learning  

Oleh:

Movshovitz-Hadar, Nitsa ; Shir, Nurit ; Mevarech, Zemira

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 62 no. 01 (Feb. 1992), page 106-116.
Topik: mathematics learning; A 2 x 2 factorial; mathematics learning; video programme; computer

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2 x 2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration oftime with different instructional technologies. Results showed that more media do not necessarily imply better mathematics learning. Although each programme in itself yielded significant effects on students' achievement, the "two-media" and the "no-media" yielded similar low learning outcomes. A similar pattern of differences was found on the level of mindfulness activated under the various conditions. In contrast, however, the study showed that students exposed to the combined programmes gained in intrinsic motivation more than students who learned with non-medium.

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