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The Extent of How Electronic Presentation Approaches Improve Baghdad College of Administration and Economics Students' Math Ability
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The Extent of How Electronic Presentation Approaches Improve Baghdad College of Administration and Economics Students' Math Ability
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Journal Article
The Extent of How Electronic Presentation Approaches Improve Baghdad College of Administration and Economics Students' Math Ability
2024
Overview
This study aimed to reveal the effectiveness of using the computer enhanced presentation method in achieving (students of the College of Administration and Economics in Diwaniyah) the principles of statistics subject, and developing their inclinations towards mathematics. The researcher used three hypotheses, which are: First: There is no statistically significant difference in the achievement of mathematics and statistics for the studied sample is attributed to the computer presentation method. Second: There is no statistically significant difference between the sample members and their attitude toward mathematics attributable to the teaching method. Third: There is no statistically significant difference between the enhanced presentation method and the gender of the student. The study population comprises of students from Al-Qadisiyah University's College of Administration and Economics in the first stage of the academic year 2022-2023. The research sample included 50 male and female students from various majors and departments. The quasi-experimental technique was used to determine the impact of computer-enhanced presentation on academic success and the development of students' mathematical abilities. The sample was split into two groups: an experimental group of 25 and a control group of 25 students. The two groups received statistics instruction, which is the university's required course. There were two approaches of teaching the topic. The first was the university's customary procedure. The control group was taught using this manner, whereas the second group was taught the concepts of statistics utilising a computer enhanced presentation style. The study's results revealed statistically significant differences (α = 0.05) in the accomplishment levels of students in the experimental group compared to those in the control group. Specifically, the experimental group outperformed the control group. The attitudes of learners in the experimental group differed significantly from those of the students within the control group, with a clear preference for the experimental group. There was no significant correlation between the teaching technique and gender in relation to student accomplishment in statistical units. There was no significant correlation between the technique used and the gender of students in the mathematics course in relation to their views.
Publisher
الجمعية العلمية للدراسات التربوية المستدامة
Subject
