A-maths multimedia courseware for effective mathematic learning

Matching instructions to student's learning style

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The objectives of this study were to design, develop and evaluate an adaptive multimedia courseware (A-MathS) for teaching mathematics, based on learning styles. The courseware consisted of diagnostic modules and instructional modules. The diagnostic modules provided data for adaptation of instructions based on user's learning style and knowledge level in the given topic of percentage. The instructional modules were designed based on four dominant learning styles; global-visual, global-verbal, analytical-visual and analytical-verbal. Methodology used was based on Robyler's Instructional Design (ID) model for computer-aided instruction. Evaluation of the courseware involved usability and the effectiveness aspects. The usability study on the courseware was a case study involving thirty five Form 1 secondary school students, using the quasi-experimental pre and post-tests approach, observation, as well as survey questionnaire. Findings indicated that samples using matching A-MathS modules showed a significant rise in their post-test achievement (p=0.000). This experimental group obtained a significant mean gain score of 10.5 compared to the low mean gain score of 1.8 for the mismatched group. Results from the study indicated that matching students* learning styles to instructions using A-MathS multimedia courseware is effective in enhancing students' learning gains.

Original languageEnglish
Pages (from-to)1510-1516
Number of pages7
JournalJournal of Applied Sciences
Volume9
Issue number8
DOIs
Publication statusPublished - 2009

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multimedia
mathematics
instruction
learning
student
diagnostic
computer-aided instruction
achievement test
secondary school
Group
questionnaire
methodology
Teaching
evaluation
knowledge

Keywords

  • Cognitive style
  • Computer-aided instruction
  • Educational technology
  • Individual differences

ASJC Scopus subject areas

  • General

Cite this

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abstract = "The objectives of this study were to design, develop and evaluate an adaptive multimedia courseware (A-MathS) for teaching mathematics, based on learning styles. The courseware consisted of diagnostic modules and instructional modules. The diagnostic modules provided data for adaptation of instructions based on user's learning style and knowledge level in the given topic of percentage. The instructional modules were designed based on four dominant learning styles; global-visual, global-verbal, analytical-visual and analytical-verbal. Methodology used was based on Robyler's Instructional Design (ID) model for computer-aided instruction. Evaluation of the courseware involved usability and the effectiveness aspects. The usability study on the courseware was a case study involving thirty five Form 1 secondary school students, using the quasi-experimental pre and post-tests approach, observation, as well as survey questionnaire. Findings indicated that samples using matching A-MathS modules showed a significant rise in their post-test achievement (p=0.000). This experimental group obtained a significant mean gain score of 10.5 compared to the low mean gain score of 1.8 for the mismatched group. Results from the study indicated that matching students* learning styles to instructions using A-MathS multimedia courseware is effective in enhancing students' learning gains.",
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