Abstract
The aim of this research is to examine the difference in the contribution of the created multimedia models and the traditional teaching to the quality and durability of the students' knowledge of geographical content at all cognitive levels in the fourth grade of the primary school (10-11 years). This research included a sample of 142 students, divided into two groups: E (experimental) and C (control). The students in the C group were taught in the traditional way and the students of the E group taught using the created multimedia models. The quality of students' knowledge was examined by a post-test, while the durability of knowledge was examined by re-test. Variations in knowledge on post-test and re-test in both groups were observed at cognitive levels. At a higher cognitive level (analysis), students were better at retesting than at a post-test. In the application of geographic contents in the fourth grade, multimedia teaching (MT) should be given priority over traditional teaching (TT).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
