Abstract
This research discusses how to strengthen the teaching of mathematics class by using micro-lessons and improve students' interest in learning. In order to solve these problems, this study puts forward the application of micro-lesson in mathematics teaching. The needs analysis is carried out in advance with the aim of stimulating students' perceptions of learning using micro-lessons. The purpose includes of this study were: 1) To identify the efficacy of the proposed micro-lesson on mathematics classroom learning. 2) To compare students' learning achievement through pre-test and post-test the micro-lessons to study mathematics and 3) To assess satisfaction from using micro-lessons. The sample for this study included 30 third-grade students studying in a private school in Guangdong Province. Students were selected using a simple random sampling technique. The data were analyzed using mean, standard deviation and t-test. The findings showed that 1) The efficacy of the proposed system (E1/E2) were at levels greater than 80 percent. 2) The students’ achievement based on the post-test was higher that pre-test significantly at the level of .05. 3) The student's level of satisfaction toward the system was at the highest level. The results show that the micro class is beneficial to the learners' interest in mathematics. The application of micro-lessons in mathematics classroom teaching reduces learners' anxiety in mathematics learning, and there is a significant difference between the experimental group and the control group.
Author Information
Zhou Xiaomin, Rajamangala University of Technology Thanyaburi, Thailand
Piyanan Pannim Vipahasna, Rajamangala University of Technology Thanyaburi, Thailand
Paper Information
Conference: ACE2023
Stream: Primary & Secondary Education
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Xiaomin Z., & Vipahasna P. (2024) Enhancing Mathematics Classroom Teaching Through Micro-Lessons and Increased Learning Interest ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.145
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.145
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