The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students

Abstract

This study examined the effect of a Pedagogical Hypermedia Environment in the Science Discipline (PHFSD) on the acquisition of scientific concepts among fifthgraders during the 2019-2020 school years. The study adopted a quasi-experimental method with 50 fifth-grade students from a private school in Amman, Jordan, divided into two groups of 25 each. Students were randomly assigned to either a control group that was taught using traditional methods or an experimental group that was taught using PHFSD. A scientific concept test was conducted before and after the Motion and Force unit was taught. The data gathered was analyzed using ANCOVA. The results revealed a statistically significant difference at the α=0.05 level between the mean scores of the two groups on the scientific concepts test. Most of the variation (70%) in the fifth-grade students' posttest scores was attributed to the effects of the teaching method. Such positive results affirm that this pedagogical hypermedia environment had a positive impact on the fifth-graders. These findings support the use of a pedagogical hypermedia environment to enhance the acquisition of scientific concepts among fifthgraders in Jordan. The ministry of education and teachers can use these findings to enhance teaching and learning scientific concepts. Contribution/Originality: This study is one of very few studies that have investigated the effect of a pedagogical hypermedia environment on acquisition of scientific concept among fifth-graders in science discipline. This study fills the gap in the literature and provides evidence for the effectiveness of pedagogical hypermedia in the acquisition of scientific concepts. 1. INTRODUCTION Educational technology is central to the teaching and learning process. The potential of information and communication technologies to improve education quality in several disciplines has been emphasized by previous

Misconception Interventions and Pupils’ Conceptual Change in Selected Concepts in Basic Science in Abeokuta

“…Although the three-way interaction effect subsumes the main effect of treatment, it is important to underscore the treatment effectively facilitated the conceptual change of the learners compared to the control group given the large effect size. This is in line with the findings of Ajlouni & Jaradat (2020) which showed that Jordanian primary school pupils who were exposed to pedagogical hypermedia acquired scientific concepts more than those in the control. The study found out that the treatment accounted for 70% of total variance of the conceptual change score.…”

The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

“…The findings of this study are in line with the results of several other studies relating to hypermedia. First, Ajlouni and Jaradat [8] found a significant positive impact of hypermedia on acquiring transparent science concepts. Then, Bunga et al [10] showed that hypermedia increased students' scientific processing skills and made physics content easier to understand.…”

“…ERs can foster collaboration skills, problem-solving, and critical and innovative thinking. They can also enhance the learning experience through hands-on and mind-on learning; provide a fun, exciting, and engaging learning environment; and motivate students to learn, provide opportunities to link learning with practice, develop students' technological competencies, enhance student motivation to learn, encourage imagination, improve academic achievement [8], [39], [52][53][54][55][56][57].…”

“…Bunga and colleagues [10] examined the effects of using a hypermedia learning instrument in physics curricula and found that it improved scientific processing skills. Ajlouni and Jaradat [8] examined the effect of a pedagogical hypermedia environment in the science discipline (PHFSD) among fifth-grade students and found that it enhanced the acquisition of scientific concepts.…”

“…It is a mix of hypertext and multimedia technologies that provides different learning material representations with nonlinear navigation. Researchers have found a positive impact on the learning and teaching process; it has been shown to improve students' understanding, problem-solving and scientific processing skills, and academic performance [8][9][10][11][12][13][14]. Based on these studies, integrating ER and hypermedia in education is beneficial to support the learning process.…”