The effect of electronic educational media on academic progress and academic self-efficacy in geometry

Azimpour, S.; Vahedi, H.

doi:10.22061/tej.2023.9760.2896

Document Type : Original Research Paper

Authors

S. Azimpour ¹
H. Vahedi ²

¹ Department of Mathematics Education, Farhangian University, Tehran, Iran

² Department of Psychology & Counselling, Farhangian University, Tehran, Iran

https://doi.org/10.22061/tej.2023.9760.2896

Abstract

Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of the content of the geometry course and the problems related to accurate and correct drawing and visualization of shapes, it seems necessary to use new methods and tools in education. The aim of this study was to evaluate and compare the effectiveness of teaching the geometry lesson with electronic educational media methods (teaching with dynamic and static graphic images) and teaching in the traditional way , on the academic progress and geometrical academic self-efficacy of the students.
Methods: According to the nature of the work, the research method was quasi-experimental. To conduct the research, a pretest-posttest with a control group design was used. The statistical population of this study included all male students in the tenth grade of mathematics in a District 1 of Tabriz in the academic year 2020-2021. The statistical sample consisted of 79 male students in the tenth grade of mathematics, including 3 classes, which were selected by availability sampling method and were randomly divided into three class groups. There were 26 people in the teaching group using dynamic graphic images electronic media class group, 26 people in the teaching group using static graphic images electronic media class group, and 27 people in the traditional teaching class group. The intervention tool of this research included the software for electronic teaching dynamic graphic images (Geo Gebra) and a set of educational slides designed by the researchers for teaching static graphic images. The study groups were trained for 6 weeks, 1 session per week and 90 minutes per session. In order to collect data related to academic progress, all three groups before and after the intervention, were assessed by using two parallel tests made by the researchers, including 14 questions, in the form of open-ended questions (explanatory) about the concepts of drawing and geometric reasoning from the geometry book of the 10th grade of the mathematics field. The first test was used as a pre-test and the second test was used as a post-test. Also, the participants answered the math self-efficacy questionnaire before and after the training. The data obtained from the pre-test and post-test stages were analyzed using one-way covariance analysis (ANCOVA) after checking the assumptions.
Findings: The results showed that the studied teaching methods had different effects on academic progress. With regard to the academic progress, the difference between electronic educational groups (P<0.009), between electronic education group with dynamic graphic images and common education group (P<0.001) and between electronic education group with static graphic images and common education group (P<0.001) was significant. Also, the results showed that the studied teaching methods had different effects on geometry academic self-efficacy. Regarding academic self-efficacy, the difference between electronic educational groups (P<0.02), etween electronic education group with dynamic graphic images and common education group (P<0.05) and between electronic education group with istatic graphic images and common education group (P<0.001) was significant. Among the studied groups of this research, the best results of academic progress and academic self-efficacy were related to electronic education group with dynamic graphic images.
Conclusion: The results of this study showed that the use of teaching methods with graphic images by teachers in teaching geometry can have a positive effect on students' academic achievement and academic self-efficacy. The use of these tools can play the role of an educational facilitator in improving the students’ academic performance.

Keywords

20.1001.1.20080441.1402.17.4.8.3

Main Subjects

Electronic learning- virtual

COPYRIGHTS
©2023 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

References

[1] Abd Rahim F, Said M, Yahaya N, Abdullah Z. Effects of augmented reality application integration with computational thinking in geometry topics. Education and Information Technologies. 2022, 27(2): 9485-9521.

[2] Rastgarpour H, Yadollahi M. The Effect of Dynamic and Static Graphical Images on Learning of Geometry. Quarterly journal of Information and Communication Technology. Persian. 2010; 1(2), 63-76. Persian.

[3] Habibi M. The role of teachers' active teaching method in geometry (with the Van Hiele model) in increasing motivation. Journal of Career and organizational counseling. 2013; 14, 84-105. Persian.

[4] Dortaj F. Comparing the effects of game-based and traditional teaching methods on students’ learning motivation and math. Journal of school psychology. 2013; 2 (4), 62-80. Persian.

[5] Liaghatdar M, Soleimani N, Arhami S. Investigating the effect of the geometry teaching method based on the Van Hiele theory on academic progress. Journal of New Educational Thoughts. 2012; 8(3), 107-126. Persian.

[6] Yilmazer Z, Keklikci H. The Effects of Teaching Geometry on The Academic Achievement by Using Puppet Method. Procedia - Social and Behavioral Sciences. 2015; 191, 2355 – 2358.

[7] Bvailey M. The direct and indirect paths impacting geometry student achievement [dissertation]. Bagwell College of Education Kennesaw State University; 2013.

[8] Ünlü M, Avcu S, Avcu R. The relationship between geometry attitudes and self-efficacy beliefs towards geometry. Procedia Social and Behavioral Sciences. 2010; 9: 1325–1329.

[9] Seif A. Educational Psychology. Tehran: doran Publication; 2020. Persian.

[10] Atkinson RL, Atkinson RC, Smith EE, Bem DJ, Nolen-Hoeksema S. Hilgard's Introduction to Psychology. 2014. Harcourt Brace College Publishers; 2014.

[11] Alday RB, Panaligan AB. Reducing Math Anxiety of CCS students though E-Learning in Analytic Geometry. Educational Research International. 2013; 2(1): 76-90.

[12] Farooq MS, Ullah Shah SZ. Students´ attitude towards mathematics. Pakistan Economic and Social Review. 2008; 46(1), 75-83.

[13] Candeias A A, Rebelo N, Oliveira M. Student’ Attitudes Toward Learning and School – Study of Exploratory Models about the Effects of Socio-demographics and Personal Attributes. Retrieved January. 2010; 10, 1-18.

[14] Guita GB, Tan DA. Mathematics Anxiety and Students’ Academic Achievement in a Reciprocal Learning Environment. International Journal of English and Education. 2018; 7(3): 2278-4012.

[15] Otoo D, Iddrisu WA, Kessie, JA, Larbi E. Structural Model of Students’ Interest and Self-Motivation to Learning Mathematics. Education Research International. 2018; Article ID 9417109, 1-10.

[16] Sharifi Saki S, Fallah MH, Zare, H. The role of mathematical self-efficacy, mathematical self-concept and perception of the classroom environment in students' mathematical progress with gender control. Journal of Research in School Learning. 2014, 4 (1): 18-28.

[17] Bandura A. The self-system in reciprocal determinism. American Psychologist. 1978, 33(4), 344-358.

[18] Bandura A. Self-efficacy: The exercise of control. New York: Freeman; 1997.