Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

Jianlan Tang, Tommy Tanu Wijaya, Robert Weinhandl (), Tony Houghton, Zsolt Lavicza and Akhmad Habibi
Additional contact information
Jianlan Tang: School of Mathematics and Statistics, Guangxi Normal University, Guilin 541004, China
Tommy Tanu Wijaya: School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
Robert Weinhandl: Linz School of Education, STEM Didactics, Johannes Kepler University, 4040 Linz, Austria
Tony Houghton: Linz School of Education, STEM Didactics, Johannes Kepler University, 4040 Linz, Austria
Zsolt Lavicza: Linz School of Education, STEM Didactics, Johannes Kepler University, 4040 Linz, Austria
Akhmad Habibi: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jambi 36122, Indonesia

Mathematics, 2022, vol. 10, issue 16, 1-19

Abstract: In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how teachers use it and on students’ perceptions of learning support media. Therefore, this research aims to determine Junior High School students’ achievements and satisfaction using micro-lectures on the topic of Direct and Inverse Proportions. Teachers’ micro-lectures in this research were designed based on their teaching styles, learning objectives, and considering the needs of their students. A quasi-experiment with 3, 2, and 1 pretest-posttest design with experimental and control groups was also used. In the first and second experimental groups, teachers used the same version of the micro-lectures in their classrooms as the main learning medium and at home to preview and review Direct and Inverse Proportions materials. At the same time, the control group used conventional expository learning activities. Finally, a learning satisfaction questionnaire was used to determine students’ perceptions of using micro-lectures in their mathematics lessons. Findings indicate that the use of micro-lectures in the experimental classes I and II is better than in the control class and led to improved learning achievements and student satisfaction. Meanwhile, there is no significant difference between using micro-lectures inside and outside classrooms. Students’ report cards also showed that their learning satisfaction using this technique was higher than the control class. Practical implications and suggestions for further investigation are to be also discussed at the end of the paper.

Keywords: micro-lectures; learning media; learning achievement; learning satisfaction; mathematics education; secondary education (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2227-7390/10/16/2973/pdf (application/pdf)
https://www.mdpi.com/2227-7390/10/16/2973/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jmathe:v:10:y:2022:i:16:p:2973-:d:890562

Access Statistics for this article

Mathematics is currently edited by Ms. Emma He

More articles in Mathematics from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().