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Effectiveness Of Multimedia Instructional Design On Teaching In Mathematics Of Upper Primary Students

A.vijay & Dr.Ravivarman,Ph.D,

Research scholar & Associate Professor

Tamil University, Tanjore.

1263

Summary

By and large, educating and gaining includes the exchange of information from teacher to students. The strategies used to get information are tuning in, taking notes and doing tasks, which comprise a traditional teaching method and is well known in our school system. Students might get lower learning result because of a jumble of educating and learning styles in traditional instructing. Mathematics students experience issues in learning mathematics, and they believe that math advancing essentially includes retaining specific realities. There are certain topics in Mathematics that students have specific trouble in learning. The principal purposes behind this are the idea of the actual subject, the teachers’ style of instructing, the students' styles of learning and study propensities and absence of resources. To defeat these hardships, I as a researcher recommend that teachers ought to embrace different methodologies, for example, showing Mathematics using visual guides, recordings, and designs with graphics can make mathematics learning more appealing. For improving students' inspiration and interest on Mathematics subject the teacher ought to fundamentally alter the approach to instructing. From research proof, educators see the squeezing need to rethink the strategies and techniques for guidance at upper primary level. To beat these difficulties, there is a pressing need of a compelling bundle of interactive media for wise learning.

Introduction:
 By and large, educating and gaining includes the exchange of information from teacher to students. The strategies used to get information are tuning in, taking notes and doing tasks, which comprise a traditional teaching method and is well known in our school system. Students might get lower learning result because of a jumble of educating and learning styles in traditional instructing. Mathematics students experience issues in learning mathematics, and they believe that math advancing essentially includes retaining specific realities. There are certain topics in Mathematics that students have specific trouble in learning. The principal purposes behind this are the idea of the actual subject, the teachers’ style of instructing, the students' styles of learning and study propensities and absence of resources. To defeat these hardships, I as a researcher recommend that teachers ought to embrace different methodologies, for example, showing Mathematics using visual guides, recordings, and designs with graphics can make mathematics learning more appealing. For improving students' inspiration and interest on Mathematics subject the teacher ought to fundamentally alter the approach to instructing. From research proof, educators see the squeezing need to rethink the strategies and techniques for guidance at upper primary level. To beat these difficulties, there is a pressing need of a compelling bundle of interactive media for wise learning.

Statement of the problem:
The investigator attempts the study “Effectiveness of Multimedia Instructional Design on Teaching in Mathematics of Upper Primary Students”

Review of literature:
Gulnoza Yakubova & et.al, (2024) examined the impacts of an online multi-part intercession (video displaying, virtual manipulative, advanced games, self-observing and least to most provoking procedures) on the securing of a few numerical abilities of two mentally unbalanced grade school understudies. We utilized a numerous test plan of a solitary case trial plan across three abilities and two medically introverted rudimentary understudies to inspect whether a causal connection existed between the mediation and youngsters' expertise securing. The two youngsters arrived at 100 percent precision on all abilities toward the finish of the intercession stage and showed a few proof reaction speculation and support. The discoveries add to restricted research on web-based educational practices in instructing arithmetic to mentally unbalanced youngsters. The mediation including the utilization of video demonstrating educational clasps, virtual manipulatives, directed practice through science games alongside self-observing and least to most provoking techniques can possibly assist mentally unbalanced youngsters with working on their numerical abilities in a virtual informative setting.

Muhammet Remzi Karaman & et.al, (2024) determined whether understudies' numerical accomplishments further developed utilizing ChatGPT, one of the chatbot apparatuses, to get ready example plans in elementary school math courses. The examination was led with a pretest-posttest control bunch trial plan. The review contains 39 3rd grade understudies (exploratory gathering = 24, control bunch = 15). The execution cycle endured five weeks and 25 example hours. In the exploratory gathering, examples were instructed by plans arranged utilizing ChatGPT, while in the benchmark group, existing illustration plans were utilized. Understudies' scholarly accomplishment was estimated with a numerous decision accomplishment trial of 25 inquiries with two separate inquiries for each learning objective. As per the outcomes, understudies' scholastic accomplishment expanded altogether (d = 1.268) in number related illustrations instructed by example plans arranged utilizing the ChatGPT. In spite of the fact that there was a contrast between the posttest scores of the exploratory gathering and the benchmark group for the trial bunch, it was resolved that this distinction was not critical. These outcomes show that showing grade school math as per illustration plans arranged utilizing ChatGPT is successful in scholarly accomplishment. Educators ought to think about ChatGPT and their arrangements, consolidating them and profiting from both in the execution cycle.

Operational definition:
Multimedia instructional design: 
  • Multimedia Instructional Design is characterized by the addition of sound, videos and animation elements with a traditional element like text, still pictures, some or all of which are organized into some coherent program. Interactive Multimedia is a combination of text, graphics, clipart, sound, animation, and video elements.


Mathematics:
  • Mathematics is an area of knowledge that includes the topics of numbers, formulas and related structures, shapes and the spaces, in which they are contained, and quantities and their changes. (“Mathematics Flashcards | Quizlet”)

Upper primary students:
Pupils who are in grade VI-VIII. Here Upper primary students considered to be VIII standard students.

Objectives:
  • To find out the level of gain scores and retention scores of control group students. 
  • To find out whether there is any significant difference between pre-test and post-test scores of control group students.
  • To find out the level of gain scores and retention scores of experimental group students. 
  • To find out whether there is any significant difference between pre-test and post-test scores of experimental group students.
Hypothesis
  • There is no significant difference between Control group and Experimental group of VIII standard students in their pre-test mean scores.
  • There is no significant difference between Control group and Experimental group of VIII standard students in their post-test mean scores
  • There is no significant difference between pre-test and post-test mean scores of VIII standard students in control group.
  • There is no significant difference between pre-test and post-test mean scores of VIII standard students in Experimental group.

Research method employed for the study:
The main aim of this study is to find out the comparative effect of two different methods of teaching in two different schools from the topics of mathematics of Students for the standard VIII. The two different methods under considerations are as follows – 

a) The Traditional Method 

b) The Text Book + Interactive Multimedia Instructional Method

Keeping in view the aim of the present research the experimental method of comparing two different methods with respect to each other was found to be most appropriate and suitable. Hence the method used in this research work was the Experimentalmethod.


Design of the study:
Design of the experiment

Sl.No.

Experimental Group

Control group

1.

Pre-test

2.

Multi-media Instructional design

Lecture method or Traditional Method

3.

Post-Test

4.

Comparison of Gain scores


Tools Used For The Study
The instruments that are employed to gather new facts or to explore new fields are called tools. (“METHODS OF DATA COLLECTION - Blogger”) It is of vital importance to select suitable instruments or tools. The major tools used for the present study were

Group

Sample  Size

School List

Experimental

100

Government High School, Melathangal

Control

100

Government High School, Namathodu


Hypothesis Testing:
H.1 There is no significant difference between Control group and Experimental group of VIII standard students in their pre-test mean scores.

Pre-Test

Control group

Experimental group

t-value

Sig.level

N

Mean

S.D

N

Mean

S.D

100

13.25

5.91

100

13

6.365

0.2878

NS

*NS – Not Significant

(The tabulated value of t was 1.96 at 0.05 level and 2.58 at 0.01 level) 

The calculated value of t was 0.2878. It was lesser than the tabulated value. Hence the null hypothesis was accepted.

Thus there is no significant difference between Control group and Experimental group of VIII standard students in their pre-test mean scores at 0.05 level.

H.2 There is no significant difference between Control group and Experimental group of VIII standard students in their post-test mean scores

Post-Test

Control group

Experimental group

t-value

Sig.level

N

Mean

S.D

N

Mean

S.D

100

24.5

5.355

100

39.5

3.94

22.5622

Significant

(The tabulated value of t was 1.96 at 0.05 level and 2.58 at 0.01 level)

The calculated value of t was 22.5622. It was greater than the tabulated value. Hence the null hypothesis was rejected.


Thus there is significant difference between Control group and Experimental group of VIII standard students in their post-test mean scores at 0.01 level.

H.3 There is no significant difference between pre-test and post-test mean scores of VIII standard students in control group.

Control Group

Pre-test

Post-test

t-value

Sig.level

N

Mean

S.D

N

Mean

S.D

100

13.25

5.91

100

24.5

5.355

14.1062

Significant


(The tabulated value of t was 1.96 at 0.05 level and 2.58 at 0.01 level) 

The calculated value of t was 14.1062. It was greater than the tabulated value. Hence the null hypothesis was rejected.

Thus there is significant difference between pre-test and post-test mean scores of VIII standard students in control group at 0.01 level.

FIGURE-1

Shows the mean and standard deviation of the control group students

H.4 There is no significant difference between pre-test and post-test mean scores of VIII standard students in Experimental group.

Experimental Group

Pre-test

Post-test

t-value

Sig.level

N

Mean

S.D

N

Mean

S.D

100

13

6.365

100

39.5

3.94

35.4005

Significant

(The tabulated value of t was 1.96 at 0.05 level and 2.58 at 0.01 level) 

The calculated value of t was 35.4005. It was greater than the tabulated value. Hence the null hypothesis was rejected.

Thus there is significant difference between pre-test and post-test mean scores of VIII standard students in Experimental group at 0.01 level.

FIGURE-2

Shows the mean and standard deviation of the experimental group students

 


 

Findings:

1. There is no significant difference between Control group and Experimental group of VIII standard students in their pre-test mean scores.


2. Experimental group students achieve more when compared to Control group students in post-test.


3. Post-test students achieve more after the traditional treatment when compared to pre-test students in control group.


4. Post-test students achieve more after the Multimedia Instructional design treatment when compared to pre-test students in Experimental group.


Suggestion:

With the knowledge that new media literacy is an alien factor and not welcome by the preliterate society, specially designed primers, audio visual teaching aids, participatory, dialogue, oriented, playful learning etc., have been recommended for imparting new media literacy among the Interactive Multimedia Instructional Design on learning Mathematics. The methodology of education among the Interactive Multimedia Instructional Design on learning in Mathematics user’s learner’s s should undergo wide structural transformation. Students should take interest in acquiring the basic new media skills so that they can use new media Interactive Multimedia Instructional Design on learning in Mathematics that available in schools. Student should learn independently by using multimedia and get the pleasure of self-learning as it is important for enhancing the understanding level and self-confidence. Students should take interest in e learning and enrich the subject – content beyond the text book syllabus


Reference:

  • Adebayo, S.A. & Jimoh, J.A. (2017) Comparative Effects of Computer Tutorial and Computer Simulation on Achievement and Retention of Motor Vehicle Mechanics Work students. Journal of Educational Review, Vol.10, No.1-2, Serial Publications.
  • Bahr, C.M., and Rieth, H.J. (1989). The effects of Instructional computer games and Drill and practice software on Learning disabled student's Mathematic Achievement. Computers in schools 6/3-4: 87-101.
  • Hameed,A. (2003). Interaction of instructional strategies and achievement motivation on achievement in social science of standard VII pupils (Doctoral dissertation, University of Calicut , kerala ).Retrieved from http://shodhganga. Inflibnet . Ac.in/handle/10603/49273..com/
  • Laya, A. B. (2016) Developing a Techno-pedagogy based Instructional package for enhancing certain multimedia skills of teacher educands at secondary levels Unpublished PhD Thesis, mahatma Gandhi University, Kottayam


Web sources:

• https://eric.ed.gov/?q=MULTIMEDIA+IN+MATHEMATICS+INSTRUCTION&ff1=subMathematics+Instruction&ff2=dtyIn_2024&ff3=eduPrimary+Education&id=EJ1410656

• https://eric.ed.gov/?q=MULTIMEDIA+IN+MATHEMATICS+INSTRUCTION&ff1=subMathematics+Instruction&ff2=dtyIn_2024&ff3=eduPrimary+Education&id=ED651493

• https://eric.ed.gov/?q=MULTIMEDIA+IN+MATHEMATICS+INSTRUCTION&ff1=subMathematics+Instruction&ff2=dtyIn_2024&ff3=eduPrimary+Education&id=EJ1415069

Author
கட்டுரையாளர்

A.vijay & Dr.Ravivarman,Ph.D,

Research scholar & Associate Professor

Tamil University, Tanjore.