The results of the kids that used the mobile application surpassed those who were given the physical Abacus tool. They were allowed to use the same version of Abacus on which they were trained for a week. Both the sets of students were given one week learning time and a paper pen test was conducted for both the set of kids. One set of kids where taught mathematical operations such as addition, subtraction, multiplication and division using a physical abacus tool while the other set was given a mobile application of the Abacus Tool. The test involved 20 kids of the 4-7 year age group, where kids were divided into two sets, each set consisting of 10 kids. Hence, a test was conducted to evaluate whether practical learning or learning through software resulted in faster learning. There always has been an argument about which way is better for learning for kids. Modern software helps new generation of kids learn new things easily but lack the practicality of touch and feel, and kids also become less physically and socially interactive. In the world of changing technology, the speed of development using new technology has increased and so has the learning rate. Results of this study verified the positive effects of manipulative materials on student achievement in mathematics. Thus, the improvised abacus promotes cognitive, affective and psychomotor learning. Moreover, the learning styles of tactile and kinesthetic learners were addressed with the use of the material. Findings showed that the use of the improvised abacus significantly reduced their errors and improved their performance and retention of skills in addition of integers, and improved their confidence in learning mathematics. Observation and interview were also conducted to find out their behavior while learning and the effects of using the improvised material. Data were gathered using a multiple choice test for pretest and posttest, and completion test for the delayed posttest. This study employed the one-shot experimental design, which involved fifty low-performing prospective elementary teachers. This study was conducted to determine the effectiveness of an improvised abacus as remediation device in teaching addition of integers.
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