Elementary Students' Mathematics Curiosity: A Comparative Pedagogy of Face-to-Face, Online, and Blended Modes

Q3 Social Sciences

International Journal of Virtual and Personal Learning Environments Pub Date : 2022-01-01 DOI:10.4018/ijvple.313413

A. Kundu, Tripti Bej

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引用次数: 1

Abstract

This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.

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小学生的数学好奇心:面对面、在线和混合模式的比较教学法

本研究旨在探讨维持小学生数学好奇心的最佳教学方法。报告比较了三种流行的教学模式——面对面授课、在线授课和混合式授课——在激发学生好奇心方面的潜力。一项设计研究在印度一所公立小学进行，200名五年级学生被随机分成三组，采用三种不同的教学模式。在实验前后测试了学生的好奇心水平。检验前后资料采用单因素方差分析进行定量分析。研究结果显示，与其他两种模式相比，采用混合模式教学的学生表现出最高水平的好奇心。混合模式与面对面模式的好奇心水平差异较大，而混合模式与在线模式的好奇心水平差异较小。因此，作者得出结论，混合模式可能是最有效的小学数学教学方法，以保持学生的好奇心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Virtual and Personal Learning Environments Social Sciences-Education

CiteScore

1.70

自引率

0.00%

发文量