Effect of Teaching Geometry by Slow-Motion Videos o the 8th Graders' Achievement

Abstract

This study aims to investigate the effect of slow-motion videos use on the 8th graders' achievement in geometry and identify the students' views about the slow-motion. The study was carried out in a quasi-experimental environment on 74 eighth graders of two different classes. One of the classes was designated as the experimental group (n=38). The other class (n=36) were designated as the control group, the results showed that the achievement level of the students who attended the geometry lessons using the slow-motion mode was higher than those who attended the traditional method lessons. Furthermore, the results showed that the experimental group students found that learning through slow-motion was information, easily understandable, beneficial, instructive, stimulating, enjoyable, very creative.