Title: Effect of visual-assisted pedagogy for teaching and learning properties of relations

Authors: Fares Fraij; Ayman Al-Dmour

Addresses: Department of Software Engineering, Al-Hussein Bin Talal University, P.O. Box 20, Ma'an 71111, Jordan ' Department of Computer Information Systems, Al-Hussein Bin Talal University, P.O. Box 20, Ma'an 71111, Jordan

Abstract: The purpose of this study is to examine the impact of visual-based instruction in teaching properties of relations for university's students. The research was conducted on a sample of 58 students. The students were divided evenly into two groups, experimental group and control group. The students in the control group were taught the properties using the traditional definition-based method. However, the students in the experimental group were taught the properties visually. To achieve the purpose of this study, an achievement test was constructed and administered to the groups twice, once before the beginning of the teaching process (pre-test) and the other after finishing it (post-test). The goal of the pre-test is to ensure the equivalence of the students in the two groups. The post-test however was used to measure the impact of using the visual-based instruction. Results showed that the visual-based instruction had a positive impact on improving the students' abilities of identifying the properties of relations.

Keywords: mathematics learning; relations properties; visualisation; achievement test; mathematics education; visual-based instruction; higher education.

DOI: 10.1504/IJTEL.2013.059085

International Journal of Technology Enhanced Learning, 2013 Vol.5 No.2, pp.168 - 177

Received: 13 Mar 2013
Accepted: 25 Sep 2013
Published online: 23 Sep 2014 *

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