The purpose of this study is to suggest learning methods using various mnemonics for improvements of learning efficiency, examine the effects of learning mathematical concepts by songs, which are one of the mnemonics, on motivations and accomplishment of math learning, and to investigate the lasting...
The purpose of this study is to suggest learning methods using various mnemonics for improvements of learning efficiency, examine the effects of learning mathematical concepts by songs, which are one of the mnemonics, on motivations and accomplishment of math learning, and to investigate the lasting effects according to the learners' learning abilities.
For this purpose, this study investigated the types and features of mnemonics, constructs the theoretical backgrounds about mathematical concepts of the curriculum, designs the software, that is converting mathematical concepts into songs based on the grades levels, applied these methods to two classes consisting of the 5th grade students of elementary school, and analyzed the results.
Based on the necessity and purpose of this study, the hypotheses are as follows :
[Hypothesis Ⅰ]
The group using mnemonics by learning mathematical concepts through songs will get higher scores of learning motivations than control group.
[Hypothesis Ⅱ]
The group using mnemonics by learning mathematical concepts through songs will have higher learning accomplishment than control group.
[Hypothesis Ⅲ]
The group using mnemonics by learning mathematical concepts through songs will have higher lasting effects than control group.
The subjects of the study are two classes of the 5th graders of Elementary School located in Hyoja-dong in Jeonju, and the period of the study is 9 weeks. One class from the selected two is the experimental group, to which math class using mnemonics is applied, and the other class is the controlled group, which was followed by general curriculum.
The major research findings are as follows :
First, as the result of examining the difference of learning motivation between the experimental group using mnemonics by learning mathematical concepts through songs and the control group followed by general curriculum, the group using mnemonics showed some meaningful results on the high proficiency about learning interests.
Second, as the result of examining the difference of accomplishments toward learning between the experimental group using mnemonics by learning mathematical concepts through songs and the control group followed by general curriculum, it was shown that there was no meaningful difference. But, while the control group has higher scores in the pre-accomplishment test, the experimental group has higher scores in the post-accomplishment test, and the wider range of improvements of scores than the control one. It means the math class using mnemonics showed some possibilities of positive effects on improvements toward mathematical accomplishment.
Third, as the result of examining the difference of learning lasting effects between the experimental group using mnemonics by learning mathematical concepts through songs and the controlled group followed by general curriculum, the group using mnemonics showed higher lasting effects.
The results of this study suggests that the math class using mnemonics have positive effects on learners’ interests, and it can be shoun that using mnemonics has a great effect on self-confidence with interesting math songs and records improvements toward math learning wiping out the prejudice that math is difficult and boring.
In conclusion, it is necessary to provide learning environment that consists the appropriate materials for learners’ interests using mnemonics and learning with ease and fun targeting on the 5th grade students of an elementary school.
The purpose of this study is to suggest learning methods using various mnemonics for improvements of learning efficiency, examine the effects of learning mathematical concepts by songs, which are one of the mnemonics, on motivations and accomplishment of math learning, and to investigate the lasting effects according to the learners' learning abilities.
For this purpose, this study investigated the types and features of mnemonics, constructs the theoretical backgrounds about mathematical concepts of the curriculum, designs the software, that is converting mathematical concepts into songs based on the grades levels, applied these methods to two classes consisting of the 5th grade students of elementary school, and analyzed the results.
Based on the necessity and purpose of this study, the hypotheses are as follows :
[Hypothesis Ⅰ]
The group using mnemonics by learning mathematical concepts through songs will get higher scores of learning motivations than control group.
[Hypothesis Ⅱ]
The group using mnemonics by learning mathematical concepts through songs will have higher learning accomplishment than control group.
[Hypothesis Ⅲ]
The group using mnemonics by learning mathematical concepts through songs will have higher lasting effects than control group.
The subjects of the study are two classes of the 5th graders of Elementary School located in Hyoja-dong in Jeonju, and the period of the study is 9 weeks. One class from the selected two is the experimental group, to which math class using mnemonics is applied, and the other class is the controlled group, which was followed by general curriculum.
The major research findings are as follows :
First, as the result of examining the difference of learning motivation between the experimental group using mnemonics by learning mathematical concepts through songs and the control group followed by general curriculum, the group using mnemonics showed some meaningful results on the high proficiency about learning interests.
Second, as the result of examining the difference of accomplishments toward learning between the experimental group using mnemonics by learning mathematical concepts through songs and the control group followed by general curriculum, it was shown that there was no meaningful difference. But, while the control group has higher scores in the pre-accomplishment test, the experimental group has higher scores in the post-accomplishment test, and the wider range of improvements of scores than the control one. It means the math class using mnemonics showed some possibilities of positive effects on improvements toward mathematical accomplishment.
Third, as the result of examining the difference of learning lasting effects between the experimental group using mnemonics by learning mathematical concepts through songs and the controlled group followed by general curriculum, the group using mnemonics showed higher lasting effects.
The results of this study suggests that the math class using mnemonics have positive effects on learners’ interests, and it can be shoun that using mnemonics has a great effect on self-confidence with interesting math songs and records improvements toward math learning wiping out the prejudice that math is difficult and boring.
In conclusion, it is necessary to provide learning environment that consists the appropriate materials for learners’ interests using mnemonics and learning with ease and fun targeting on the 5th grade students of an elementary school.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.