Enhancing Counting Skills of Preschoolers through the use of Computer Technology and Manipulatives

Alghazo, Iman M.; Alsawaie, Othman N.; Al-Awidi, Hamed Mubarak

doi:10.18848/1447-9494/cgp/v17i09/47227

Cited by 4 publications

(6 citation statements)

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“…These results are consistent with Alghazo et al (2010) and Islam et al (2014), who developed two interactive educational materials for school children in a kindergarten in Bangladesh to enhance their numbers learning.…”

Section: Findings and Discussionsupporting

confidence: 91%

“…The effect was nearly identical to the result in question 2, with (40%) of the variance between students attributable to the impact of the computer games. This may be related to what Alghazo et al (2010), AlNatour and Hijazi (2018), and Saprudin, Liliasari, Setiawan, and Prihatmanto (2019 indicated about the many advantages of using computer-based activities such as audio and graphics, which made students interested, motivated, enjoyed, relaxed and engaged in the learning.…”

Section: Findings and Discussionmentioning

confidence: 94%

“…Many past studies have investigated electronic teaching games. Most have focused on directing and employing electronic games towards enriching educational material for student learning (Alghazo, Alsawaie, Al-Awidi, 2010;AlNatour & Hijazi, 2018), providing them with additional available resources and introducing an element of excitement and suspense during the presentation of educational material (Alghazo et al, 2010;Neumann & Neumann, 2017;Neumann, 2018). In light of rapid technological development, understanding and utilizing electronic games has become an urgent necessity, whereas it was a form of social luxury in the past (Alghazo et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…The results showed significant differences between the groups in Math, Reading Comprehension, and motivation in favor of the experimental video game group. Furthermore, in order to enhance preschool counting skills, Alghazo et al (2010) investigated the effect of computer technology on preschool children's counting skills in Al-Ain, United Arab Emirates. They recruited 48 preschool children to serve in either experimental or control groups.…”

Section: Introductionmentioning

confidence: 99%

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Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

Rababah

Nusair²,

AlHersh³

2020

IJLTER

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This study investigated the effect of computerized visual perception games on learning letters and numbers among Jordanian kindergarten children. A set of computerized visual perception games, as well as two tests for both Arabic letters and mathematics, were prepared to study the objective. The study was conducted on students in Tawasol Academy Kindergarten in Irbid Governorate, Jordan with a sample size of (50) students divided into experimental and control groups. Results showed that computerized visual perception games had an effect on improving visual perception, letters and numbers learning in these Kindergarten children. Results also showed significant (p ≤ 0.05) differences in numbers and letters learning among Kindergarten students between the control and experimental groups. (40%) of this effect size for both letters and numbers is attributed to the impact of computerized visual perception games. Based on the results, parents of Kindergarten children should be made aware of the importance of computerized visual perception games in learning letters and numbers. Teachers should also learn the impact and effectiveness of using visual perception games in improving learning letters and numbers and the educational process in general.

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Section: Findings and Discussionsupporting

confidence: 91%

Section: Findings and Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

Rababah

Nusair²,

AlHersh³

2020

IJLTER

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“…It is influenced by the Piagetian theory that concrete-operational (literal) thinking is a prerequisite to formaloperational (abstract) thinking. Many papers in this category refer to the concrete-to-abstract approach to math learning and/or Piaget's theory of development in their theoretical framework/literature review [Aleid;Alghazo;Alshehri;Bennett;Cramer;Dennis;Ermakova;Fisher 2011aFisher , 2011bFisher , 2013Horan;Martin;Mattoon;Sophian;Taylor;Thompson 2012]. For example, children may first learn about fractions using PMs by placing five 1/5 th fraction tiles side-by-side to see that they are equal to a single larger fraction tile representing one whole.…”

Section: Interventionsmentioning

confidence: 99%

Educational interventions involving physical manipulatives for improving children’s learning and development: a scoping review

Byrne¹,

Ramchandani²

2022

Preprint

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WHY DID WE DO THIS RESEARCH?Hands-on learning activities with physical objects – or physical manipulatives (PMs) – can be great at encouraging children’s active participation in learning. Cast your mind back to your own childhood: do you remember using items like counters, shapes, or fraction bars in school? If so, you were using PMs! We wanted to find out what kind of research has been done on educational programmes involving PMs.WHAT DID WE DO?We conducted a scoping review – a type of literature review used to identify and broadly describe a body of research according to certain inclusion criteria. We searched several academic databases for studies that have tested the effectiveness of PM interventions with primary-age children; 102 studies met our inclusion criteria and were synthesised in the review.WHAT DID WE FIND?Most studies involved children between 4-6 years in school settings. They spanned 26 different countries, but almost all took place in high- or middle-income contexts, typically the USA. The interventions involved different PMs and hands-on activities (e.g., block building, shape sorting, paper folding), and evidence relating their effectiveness was mixed. Whilst some studies reported benefits to children’s math, spatial, or literacy skills, others did not, and many were hindered by methodological shortcomings. This means we must be cautious when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on experiences with PMs can facilitate children’s active engagement in learning. Going forward, higher quality research is needed, as well as more studies testing PM interventions in lower-income contexts.

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“Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress

Aram

Shachar

2023

Early Education and Development

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Enhancing Counting Skills of Preschoolers through the use of Computer Technology and Manipulatives

Cited by 4 publications

References 0 publications

Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

Educational interventions involving physical manipulatives for improving children’s learning and development: a scoping review

“Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress

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