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

Author

Listed:
  • Jianlan Tang

    (School of Mathematics and Statistics, Guangxi Normal University, Guilin 541004, China
    These authors contributed equally to this work.)

  • Tommy Tanu Wijaya

    (School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
    These authors contributed equally to this work.)

  • 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)

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.

Suggested Citation

  • Jianlan Tang & Tommy Tanu Wijaya & Robert Weinhandl & Tony Houghton & Zsolt Lavicza & Akhmad Habibi, 2022. "Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons," Mathematics, MDPI, vol. 10(16), pages 1-19, August.
  • Handle: RePEc:gam:jmathe:v:10:y:2022:i:16:p:2973-:d:890562
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    References listed on IDEAS

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    1. Tzu-Hao Huang & Fen Liu & Li-Chen Chen & Ching-Ching Tsai, 2021. "The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach," PLOS ONE, Public Library of Science, vol. 16(3), pages 1-16, March.
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