Animation Effectiveness on Fourth Basic Class Students in Mathematical Concepts Acquisition

Abstract

The study aimed to identify effectiveness of animation on fourth basic grade students in mathematical concepts acquisition in numbers unit and processes of addition and subtraction of mathematics book. Study sample consisted of (60) students of fourth grade students in Al-Ssaedeen primary school in Mafraq city, students were distributed in a simple random way in two groups, the first one experimental group consisted of 10 boys and 15 girls, the other, control group consisted of 10 boys and 14 girls, experimental method was used. In order to achieve study objective, after ascertaining of its validity and stability, Researcher used a test consisted of (20) paragraphs in final form. The study results showed that there were statistically significant differences in mathematical concepts acquisition of fourth basic grade students in experimental group according to the teaching method, for the experimental group which was studied using animation, results also showed that there were not statistically significant differences on fourth basic grade students in mathematical concepts acquisition according to sex variable, gender interaction, and teaching method. In light of study results, Researcher recommended adopting teaching by using animation in mathematics teaching for students of basic grades because of its effect in mathematical concepts acquisition, designers of the mathematics curriculum at the Ministry of Education urged to include animation in mathematics curriculum. As well as conducting similar studies and research on animation effectiveness use in mathematics teaching to be applied on other stages of study.

The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students

“…It provides opportunities to employ video examples instead of traditional examples based on text and illustration (Lehrer, Petrosino, Koehler, Bransford, & McClain, 1999). Hypermedia helps students understand and recall concepts (Alduwairi, 2018). It develops case-based and problem-centered learning to achieve significant learning outcomes, including deep conceptual understanding (Jacobson & Archodidou, 2000).…”