THE EFFECTS OF MULTIMEDIA INQUIRY-BASED LEARNING ON MATHEMATICS LEARNING ACHIEVEMENT FOR GRADE FIVE BHUTANESE STUDENTS
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This study investigated the effects of Multimedia Inquiry-Based Learning on mathematics learning achievement for grade five Bhutanese students. The study was conducted with a sample group selected through a clustered random sampling method from a school in Thimphu, Bhutan. This study employed a mixed-methods research design. A total of 32 students participated, utilizing four lesson plans, achievement tests (pre-test and post-test), and semi-structured interviews for data collection. Quantitative data from the tests were analyzed using a paired sample t-test, which revealed a significant increase in posttest scores (x̅ = 15.25) compared to pretest scores (x̅ = 10.75), resulting in a mean difference of 4.5. Additionally, qualitative data obtained from semi-structured interviews indicated that students were delighted with the learning experience. Hence, the findings suggested that multimedia inquiry-based learning significantly enhanced students' mathematics achievement, providing educators with an effective approach for teaching fractions.
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