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Andreas M. Zendler
University of Education Ludwigsburg
Mathematics

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The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education Andreas M. Zendler
JME (Journal of Mathematics Education) Vol 5, No 2 (2020): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (581.239 KB) | DOI: 10.31327/jme.v5i2.1137

Abstract

This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a significant result in the digitization of instructional methods.
Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes Andreas M. Zendler; Cornelia Seitz; Dieter Klaudt
JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.57 KB) | DOI: 10.31327/jme.v4i2.1096

Abstract

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem-based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning
Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes Andreas M. Zendler; Cornelia Seitz; Dieter Klaudt
JME (Journal of Mathematics Education) Vol 4, No 2 (2019): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1096

Abstract

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem-based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning
MATHEMATICS TEACHERS ASSESS INSTRUCTIONAL METHODS SUPPORTING KNOWLEDGE PROCESSES Andreas M. Zendler; Cornelia Seitz; Dieter Klaudt
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1096

Abstract

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning
The Effect of Direct Instruction and Interactive Instructional Videos on Learning Effectiveness and Efficiency in Mathematics Education Andreas M. Zendler
JME (Journal of Mathematics Education) Vol. 5 No. 2 (2020): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v5i2.1137

Abstract

This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a sig nificant result in the digitization of instructional methods.
Co-Authors Cornelia Seitz Dieter Klaudt