Evaluating the Effectiveness of the Sequential Embodied Learning Program in Geometry Learning: A Mixed-Methods Study

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT027 (Sunday)

Abstract

This study examined the effectiveness of a sequential embodied learning program on the cognitive and affective outcomes of fifth-grade elementary students, employing a sequential explanatory mixed-methods design. The program integrated the sequential abstract strategy with embodied cognition to explore its application in classroom instruction. Results showed significant improvements in students’ academic achievement after participating in the program. Moreover, the program effectively reduced students’ mathematics anxiety while increasing their academic interests and self-efficacy in mathematics, which demonstrates a positive impact on affective outcomes. These findings suggest that sequential embodied learning activities can support students in understanding complicated area-preservation transformation concepts.

Authors

• Min Young Kim, Korea University

• Jinha Park, Korea University

• Seoyeon Choi, Korea University

• Insook Han, Korea University