The effect of integration methods teaching on the of learning Math & Fundamental skills of second grade elementary students
Poster Presentation XML
1physical education teacher
2professor science and research branch islamic Azad unvercity
3professor science and research branch islamic Azad university
4assistant of education faculty
Introduction: In ever-changing environment of global competition the educational community is responsible to improve the future of students that mainly depends on different teaching methods within the education system. Many studies have been carried out to examine teaching methodologies in schools and their effect on learning course materials. Some researchers tried to identify and introduce other teaching methods that would help in removing the short comings of the education system. With much research in this area, they suggested an integrative teaching method that could be practiced in different ways depending on the conditions of the learners and the learning environment.
Methodology: The aim of this study was the effect of integration method teaching on the learning math &fundamental skills in girl students of second grade in elementary schools. The research was a semi-experimental which was conducted in city of Khoy during 10 weeks by participation integration groups. Statistical population were 1250 ones, thirty ones who were chosen and divided two groups integration (15) control (15) experimental, (integrated math with physical education) randomly. Sample were students who in academic year 2016-2017. The experimental group, math were integration with the physical education curriculum. The 2 sessions of physical education instruction was integrated into the 5 sessions of mathematics course. The integrative group was instructed for 10 weeks, 7 sessions a week, and 45 minutes per session. The fundamental skills of physical education (walking, running, turning, downward single-handed throw, upward single-handed throw, and two-handed throw). The mathematics exam and fundamental skills of physical education were scored based on the progress evaluation ordinal scales “very good”, “good”, “acceptable”, and “requiring more practice”. The data was analyzed using, descriptive and inferential methods, Mann Whitney tests, independent t test.
Results: The results revealed that there was a meaningful difference between the amount of learning math & physical education in experimental integration groups at the level p<0.05. The independent t results revealed that there was a meaningful difference among the average of fundamental skills in experimental integration group at the level p<0.05.
Discussion: The results of the research indicated the significant effect of integrative teaching on learning mathematics and physical education, increasing knowledge acquisition, increasing the scores of the subjects, and their progress in the fundamental skills. It is recommended that administrators and planners in the ministry of education and the ministry of science, research, and technology replace integrative teaching of different courses along with physical activities.