Abstract
Two experiments were developed to verify how the use of interactive multimedia books improves students’ school performance in 7th grade math learning. The aim of the study was to compare the performance of students using the Multimedia Interactive Book with non-students in 7th grade mathematics at a primary school in Mozambique, and was guided in two hypotheses. The null hypothesis was: the use of the interactive multimedia book in mathematics learning does not improve students’ performance and the alternative hypothesis was: the use of the interactive multimedia book in mathematics learning improves student’s performance. The learning object was developed from the free web tool Edilim and 44 students aged between 11 and 17 participated in the study. The first experiment had 20 hours of study while the second experiment was 60 hours of study, totalling 80 hours of study. To assess the participants’ cognitive development stage, the clinical method was used: operative tests of number, fluid and length preservation. The results of both experiments indicate that the use of the interactive multimedia book does not improve students’ performance in math learning, corroborating with studies and theses that warn that the use of computers and multimedia resources does not improve students’ performance in math learning.
Highlights
To assess the participants’ cognitive development stage, the clinical method was used: operative tests of number, fluid and length preservation. The results of both experiments indicate that the use of the interactive multimedia book does not improve students’ performance in math learning, corroborating with studies and theses that warn that the use of computers and multimedia resources does not improve students’ performance in math learning
To verify how the Learning Object (LO) affects student performance, two evaluations were performed in experiment I and five evaluations in experiment II
The experiment allowed students to experience a new approach to math learning that is believed to have enabled students to change their way of thinking and learn math using their computer
Summary
Education is a decisive lever for the development of the human being and an in-. Governments do not always have the technical capabilities and socio-economic resources to provide their citizens’ quality education. In this way, raising the quality of education has become a constant challenge for many countries, and more and more technological solutions are being sought to improve the quality of teaching and learning in schools. Africa is one of the continents where many countries are far from meeting acceptable quality standards of education, and Mozambique is one of them
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