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RESEARCH PAPER
Impact of videos and traditional teaching methods on fifth grade students’ achievement in fractions
1
Department of Mathematics and Statistics, College of Engineering, Abu Dhabi University, Al Ain, Abu Dhabi, UAE
2
Department of Mathematics, Troy University, Troy, Alabama, USA
3
Department of Curriculum and Instruction, College of Education, United Arab Emirates University, Al Ain, Abu Dhabi, UAE
4
Department of Special and Gifted Education, College of Education, United Arab Emirates University, Al Ain, Abu Dhabi, UAE
5
Department of Statistics and Business Analytics, College of Business, United Arab Emirates University, Al Ain, Abu Dhabi, UAE
Online publication date: 2024-11-26
Publication date: 2024-12-01
EURASIA J. Math., Sci Tech. Ed 2024;20(12):em2544
KEYWORDS
fraction operationsmathematics teachingquasi-experimental researchteaching withvideomathematics educationelementary school
ABSTRACT
Mathematics teachers employ a diverse range of tools, resources, and materials to enhance the
teaching and learning processes through various instructional strategies. In this quantitative study,
the effectiveness of utilizing videos and traditional lecturing as distinct strategies for teaching
fifth-grade students in fractions addition and subtraction was investigated. The researchers
employed a quasi-experimental pre-test and post-test single group design, conducting the study
in four schools with different curricula in Abu Dhabi over a two-week period. The same group of
students underwent both pre- and post-tests after being exposed to lessons on fractions addition
and subtraction through videos and lectures. The results indicated that using videos to teach
fractions had a more positive impact on students’ performance across different schools compared
to traditional lecturing. This bears significant implications for enhancing students’ proficiency in
fractions through improved teaching strategies.
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