IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING
作者:
ZEMIRA MEVARECH,
NURIT SHIR,
NITSA MOVSHOVITZ‐HADAR,
期刊:
British Journal of Educational Psychology
(WILEY Available online 1992)
卷期:
Volume 62,
issue 1
页码: 106-116
ISSN:0007-0998
年代: 1992
DOI:10.1111/j.2044-8279.1992.tb01002.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
Summary.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 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time 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 wit
点击下载:
PDF
(792KB)
返 回