morteza farahani; roohoalah khoda bande loo
Abstract
The purpose of this study is to compare the effectiveness of multimedia produced in the framework of Mayer's multimedia cognitive theory on learning and students' attitude toward mathematical lesson.. This is a quasi-experimental study and it was conducted with pretest-posttest design with control group. ...
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The purpose of this study is to compare the effectiveness of multimedia produced in the framework of Mayer's multimedia cognitive theory on learning and students' attitude toward mathematical lesson.. This is a quasi-experimental study and it was conducted with pretest-posttest design with control group. The statistical population of this research is all students of first grade of highschool of distance education centers that are located in 2 district education OF Arak city.Among the mentioned community, two distance learning centers were selected randomly and from these two centers 40 individuals were randomly divided into two experimental and control groups. The control group recieved formal training from recreation centers and the experimental group by a researcher-made multimedia, studied the first and second chapters of mathematics of the first grade of highschool. Reliability of the researcher-made test data collection tool based on the educational objectives of Chapter 1 and 2 of mathematics of the 7th grade of highschool is 0/85. The attitude toward mathematics was also measured by the Aiken Math Attitude Questionnaire.In this study, the Cronbach's alpha coefficient was 0.84. The results of ANCOVA Covariance analysis in the test of learning and attitude toward the mathematical lesson indicate a significant difference in the experimental group versus the control group. The research results show that a multimedia produced in the framework of cognitive theory of multimedia Can have more impact on students' learning and attitude in comparison to common practices in distance learning centers.
