TY - JOUR
T1 - Impact of videos and traditional teaching methods on fifth grade students’ achievement in fractions
AU - Farra, Nabil Kamal Al
AU - Belbase, Shashidhar
AU - Tairab, Hassan
AU - Qablan, Ahmad
AU - Opoku, Maxwell Peprah
AU - Safi, Samir K.
N1 - Publisher Copyright:
© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2024
Y1 - 2024
N2 - Mathematics teachers employ a diverse range of tools, resources, and materials to enhance the teaching and learning processes through various instructional strategies. In this quantitative study, the effectiveness of utilizing videos and traditional lecturing as distinct strategies for teaching fifth-grade students in fractions addition and subtraction was investigated. The researchers employed a quasi-experimental pre-test and post-test single group design, conducting the study in four schools with different curricula in Abu Dhabi over a two-week period. The same group of students underwent both pre- and post-tests after being exposed to lessons on fractions addition and subtraction through videos and lectures. The results indicated that using videos to teach fractions had a more positive impact on students’ performance across different schools compared to traditional lecturing. This bears significant implications for enhancing students’ proficiency in fractions through improved teaching strategies.
AB - Mathematics teachers employ a diverse range of tools, resources, and materials to enhance the teaching and learning processes through various instructional strategies. In this quantitative study, the effectiveness of utilizing videos and traditional lecturing as distinct strategies for teaching fifth-grade students in fractions addition and subtraction was investigated. The researchers employed a quasi-experimental pre-test and post-test single group design, conducting the study in four schools with different curricula in Abu Dhabi over a two-week period. The same group of students underwent both pre- and post-tests after being exposed to lessons on fractions addition and subtraction through videos and lectures. The results indicated that using videos to teach fractions had a more positive impact on students’ performance across different schools compared to traditional lecturing. This bears significant implications for enhancing students’ proficiency in fractions through improved teaching strategies.
KW - elementary school
KW - fraction operations
KW - mathematics education
KW - mathematics teaching
KW - quasi-experimental research
KW - teaching with video
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U2 - 10.29333/ejmste/15658
DO - 10.29333/ejmste/15658
M3 - Article
AN - SCOPUS:85211139295
SN - 1305-8215
VL - 20
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 12
M1 - em2544
ER -