Document Type : Original Article
Authors
1 Master's Degree in Mathematics Education, Education Teacher of Khuzestan Province, Abadan, Iran.
2 Assistant Professor, Department of Mathematics Education, Islamic Azad University, Abadan, Iran.
3 Instructor, Department of Mathematics Education, Islamic Azad University, Abadan, Iran.
Abstract
This study aimed to investigate the effectiveness of using flash cards on students' internal and external mathematical motivation. It was conducted with a quasi-experimental method with a pre- and post-test design with an unequal control group. The statistical population was all female students of the 10th grade of humanities in Abadan city in the academic year of 1402-1401. The available sample included 50 students in two groups of 25. The tools for collecting mathematical motivation data was the Hampton questionnaire (2014), which included 10 items related to intrinsic motivation and 10 items related to extrinsic motivation. Before and after the test, the motivation questionnaire was distributed among the students and they answered the questions. The experimental group was trained for 12 sessions of 70 minutes using flash cards. The analysis was done by the normalized gain method. The positive effect of teaching using flash cards on the internal motivation of mathematics is significant at the error level of 1% and the effect size value in the structure of internal motivation was 0.37, which is a medium effect size. In the structure of external motivation, the probability value was greater than 0.05. Therefore, no significant difference was observed between the two groups in the training using flash cards.
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