Abstract
Sixty second grade elementary school students in a city in southwest China were used as subjects to investigate the effects of situational teaching method on mathematics achievement and interest in mathematics learning. The results of the quasi-experiment revealed that the situational approach can significantly improve students' mathematics achievement and learning interest compared with traditional teaching methods. In the follow-up study, we should pay attention to the design of the situational teaching method and give full play to the role of the situational teaching method by combining the students' characteristics, the important and difficult points of the teaching materials, and the classroom and school environment in order to improve the students' learning interest and performance.
Published Version (
Free)
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 call