EFFECT OF A HYPERMEDIA TOOL ON THE AFFECTIVE-MOTIVATIONAL VARIABLES RELATED TO MATHEMATICS
DOI:
https://doi.org/10.5944/educxx1.20211Keywords:
Hypermedia application, mathematics, perceived usefulness, perceived competence, intrinsic motivation, anxiety.Abstract
One of the limitations in the learning of mathematics is the affective-motivational variables of students towards this subject. Thus, variables such as perceived usefulness, perceived competence, intrinsic motivation and anxiety towards mathematics play a key role in the learning of this subject.Given the new methodologies in the teaching of mathematics such as digital whiteboards and hypermedia applications, what we pretend with this study is to analyze the benefits of those new technologies in the affective-motivational variables mentioned and if such benefits are related to the previous affective-motivational levels in these same variables. To achieve this goal we worked with 425 fifth and sixth grade students who received an intervention with a hypermedia tool. The affective-motivational levels of all students were collected before and after treatment using the Inventory of Attitudes towards Mathematics. The results of the t Student Test for related samples showed statistically significant differences in the post-test compared to pretest variables in perceived competence and math anxiety. In addition, the students with low prior affective- motivational levels showed greater benefit from the intervention.
These results are discussed based on the conclusions of past research
but future research lines are suggested.
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