Impact of videos and traditional teaching methods on fifth grade students’ achievement in fractions
Nabil Kamal Al Farra 1 * , Shashidhar Belbase 2 , Hassan Tairab 3 , Ahmad Qablan 3 , Maxwell Peprah Opoku 4 , Samir K. Safi 5
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1 Department of Mathematics and Statistics, College of Engineering, Abu Dhabi University, Al Ain, Abu Dhabi, UAE2 Department of Mathematics, Troy University, Troy, Alabama, USA3 Department of Curriculum and Instruction, College of Education, United Arab Emirates University, Al Ain, Abu Dhabi, UAE4 Department of Special and Gifted Education, College of Education, United Arab Emirates University, Al Ain, Abu Dhabi, UAE5 Department of Statistics and Business Analytics, College of Business, United Arab Emirates University, Al Ain, Abu Dhabi, UAE* Corresponding Author

Abstract

Mathematics teachers employ a diverse range of tools, resources, and materials to enhance the teaching and learning processes through various instructional strategies. In this quantitative study, the effectiveness of utilizing videos and traditional lecturing as distinct strategies for teaching fifth-grade students in fractions addition and subtraction was investigated. The researchers employed a quasi-experimental pre-test and post-test single group design, conducting the study in four schools with different curricula in Abu Dhabi over a two-week period. The same group of students underwent both pre- and post-tests after being exposed to lessons on fractions addition and subtraction through videos and lectures. The results indicated that using videos to teach fractions had a more positive impact on students’ performance across different schools compared to traditional lecturing. This bears significant implications for enhancing students’ proficiency in fractions through improved teaching strategies.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 12, December 2024, Article No: em2544

https://doi.org/10.29333/ejmste/15658

Publication date: 01 Dec 2024

Online publication date: 26 Nov 2024

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Article Downloads: 138

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