عنوان مقاله [English]
This research conducted with the aim of evaluating the effectiveness of the electronic humorous content on the learning and retention of students' mathematics. The present study was a semi-experimental research. The study population consisted of all 5th grade students (N=2200) in elementary school at Birjand in 2018. The statistical population of the study consisted of 58 people, were selected with convenience sampling. For data collection, Teacher-made test used in pre-test and post-test. In addition to, Descriptive analysis, covariance test used to analyze the data. There is a significant difference between the mean scores of the experimental and control groups' mathematical learning variable. Regarding ETA, we can say that using humorous content, 15.4% of the variance of post-test scores (ƞ^2 = 15.4%،p < 0/05). There was no significant difference between the mean scores of pre-test and post-test of retention in the experimental group compared to the control group. The findings of this study showed that the effect of humorous electronic mathematical content on learning was significant (15%), but the effect of humorous electronic content on retention was not significant
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