ERIC EJ1064351: Research and Prediction of the Application of Multimedia Teaching Aid in Teaching Technical Education on the 2nd Level of Primary Schools

2011·0.38 MB·English

by  ERIC

InformaticsinEducation,2011,Vol.10,No.1,105–122 105
©2011VilniusUniversity
Research and Prediction of the Application of
Multimedia Teaching Aid in Teaching Technical
Education on the 2nd Level of Primary Schools
JánSTEBILA
DepartmentofTechnicalandTechnology,FacultyofNaturalScienceonMatejBelUniversity
Tajovského40,97401BanskáBystricaSVK,Slovakia
e-mail:[email protected]
Received:February2011
Abstract.Thepurposeandthemainaimofthepedagogicexperimentweretopracticallyverify
the success of Multimedia Teaching Aid (MTA) in conditions of primary schools. We assumed
that the use of our multimedia teaching aid in teaching technical education on the 2nd level of
primaryschoolswouldsignificantlyaffectthelevelofknowledgeofpupilsfromtheissueofRoad
SafetyEducation(RSE),particularlyintermsofperforming,remembering,understanding,specific
transferandactivelearningofpupils.
Keywords:research,technicaleducation,multimediateachingaid,roadsafetyeducation.
1. Introduction
Our long-term interest was, and still is, to teach pupils the elements of RSE. New in-
novative approaches allow us to use multimedia and computers in teaching (Kmet’ová,
2006). We tried to profit from our skills, knowledge and potential when searching and
creatingneweffectiveteachingaids,whichwouldfullyreplacethemomentarydeficitof
them for the issue, and make the education more effective. Streamlining of teaching is
averydifficultandlongprocessanditcannotbesolvedcomprehensively.Whencreating
new multimedia teaching aid, we focused mainly on RSE issues where computers are
usedasmeansforteacher’swork,butalsoforpupils–trafficparticipants.Theissuesare,
inparticular,skillstousea bicycleintrafficsafely,basisofits maintenanceandrepair,
traffic rules in terms of a cyclist,traffic signs, etc. Handlingof these applicationsis the
basic“equipment”oftoday’shumansociety.
2. MultimediaTeachingAidforRSE
ThecoreofMTAisspeciallymadeofpresentationsandteachingtextstoredintheform
of CDs. MTA accepts the current situation of information technology and pedagogical-
psychologicalprocesses.Whenwewerecreatingit,thebaseswereourskills,experience,
andknowledgeinthefieldofRSE,multimediaproduction,psychologyanddidacticsof
technicalsubjects(Krišt’ákandGajtanská,2010).
106 J.Stebila
Theteachingaidpresentsanewsubjectmatter,proceduresandsolutionsofproblem
tasksinthefieldofRSEtostudents.Initially,itrequiresanintensiveworkwithacom-
puter and it is associated with a certain risk that is always present when computers are
usedinteaching.TeachingthroughMTAbringsmuchmorepleasurefromteachingthe
subjectforteachersaswellaslearningforstudents.Theeffectivenessoftheeducational
processexceedstraditionalteachingmethods.MTAhelpspupilstoachieveself-reliance,
it encouragesthemto learn actively,it teachesthemhow tosearch and use information
neededfortheirindependentmovementintraffic.Itpromotesactivityandresponsibility.
ThroughMTApupilslearnhowtodiscover,solveproblems,experiment,andaskques-
tionsonthisissue(Stebila,2010;Kucˇerka,2009).
A teacher acts as a consultant and organizer when using the aid during the lesson.
He or she selects a subject matter based on the needs and interests of pupils.He or she
supports the open communication, solving, thinking, or ideas and leads pupils to make
decisions on their own. The teacher requires from the pupils to evaluate their activities
andexpresstheiropinions.
Ifpupilsareledtoanypracticalorintellectualskills,theyhavecertainneeds.These
needsoccurwhenpupilslearnthingsthatrequireacorrectedpractice.
Iftheeducationissupposedtobeeffective,theneedsofthepupilmustbemetinthe
cognitiveaswellasintheaffectivearea.
MTA is designed for MS Windows.The program is able to operate in the operating
systemsMS-DOSandMSWindows.Ifwewanttousealltheoptions,itisnecessaryto
haveacomputersupportingtheplaybackofvariouscomputerapplicationsandrespect-
ing the system requirements mentioned above (CD-ROM or DVD-ROM drive, Adobe
Reader,Windows,etc.).Amouseisanecessaryelementofcontrol.TocontroltheMTA
programisverysimple.Everythingiscontrolledbythesimplemouseclickingonvarious
objectsintheprogram.RunningoftheprogramfromCD-ROMrequiresafreememory
onthedisk(c:diskrequirementsarereducedwithmoreavailablememory).Itisstillpos-
sibletoopentheobjects,ifthemousepointerhasanarrowshape.Installingtheprogram
isnotneeded.MTAapplicationrunsrightafteryouinsertthemediaintotheCDdriveas
Autorun–Bicycle.
Initialinstructionsareasfollows:
• runtheWindowsoperatingsystem;
• inserttheMTACDintotheCDdriveandwaitfortheautomaticrunofAutorun–
Bicycle;
• themainmenuofMTAappears.
Autorun–Bicycle(materialonCD-ROM)isdividedintothefollowingmainheadings
whichinclude:
• amultimediateachingaid–TheBicycleProgram;
• the construction, basic repair and maintenance activities – PowerPoint presenta-
tionI;
• solvingoftrafficsituations–PowerPointPresentationII;
• publicationinPDF–RSE(Bicycle–thebasicmeansoftransport).
The main menu is the base of the program. It is possible to choose the desired item
byusingthearrowpointer.ThefirstitemoftheMTAofferistheBicycleProgram.Ithas
ResearchandPredictionoftheApplicationofMultimediaTeachingAid 107
thenatureofinteractivegameswithelementsofRoadSafetyEducation.Itconsistsofthe
mainMENU,whichincludesfivemainparts.
1) PROGRAM – brief information on orientation in the program is described here,
pupilsveryquicklylearnhowtousetheprogram.
2) ANIMATEDCROSSROADS–tenselectedtrafficsituationsin2Dviews.Various
trafficsituationsarelistedundernumbers1to10,locatedatthetopofthescreen
forafasterselection.Theanimationstartsby„Start“.Thisisasimulationofacy-
clist’s ride, including solving traffic situations, applications of traffic regulations,
andotherinterestingelementsofthegame(Fig.1).
3) MEMORY GAME – a classical type of memory games. Randomly distributed
cardsareplacedinthegamefield.Thetaskistolookforapairofidenticalpictures
ofroadsignsandtheirnames.Afterchoosingtwocards,theyarecompared,andif
theyarethesame,theyremainvisible.Afterthegame,thecardsareautomatically
mixed.
4) TEST–contains28questionsonissuesofroadsignsandtrafficsituations,where
theresponseissupposedtobeselectedfromthemenua,b,c.Thenumberofthe
questionsandcorrectanswersisshown.
5) END–thissectionservestocompletetheapplication.Asinglemouseclickbrings
usbacktoAutorun–Bicycle.
OtherfilesofMTA:Theconstruction,basicrepairandmaintenanceactivities.Presen-
tationsinMSPowerPointincludesolvingtrafficsituations.Inthefirstsituation,thereisa
graphically presented bike (bicycle types, construction, main parts, construction junc-
tions, repair works of various bicycle components, bicycle lighting system, adjusting
of brakes, handlebars, seat, bicycle accessories, etc.). The next presentation indicates
solutions to various traffic situations, especially crossroads with an interpretative text.
Fig.1.DemonstrationofatrafficsituationfromMTA.
108 J.Stebila
Thepresentationsarecloselyconnectedtothecontentofthepublicationandtheyappro-
priatelycompleteit.
ThelastfileinthemenuofMTAisapublicationin.PDF–RoadSafetyEducation.
This teaching text is the first of its kind ever to be offered for exploitation of this issue
atprimaryschoolsinSlovakia.Itsaimistoprovidetheproperlysimpletextwithillus-
trationsofRSEtoteachersandpupils.Thetextshouldbeusedinaneasyandenjoyable
form for pupils. The emphasis is placed on motivation, diversity, and a comprehensive
approach,butalsoontheproperimplementationoftrafficregulations.Specificinforma-
tionisgiveninthewaytobespecific,andinparticular,basedonreal-lifetrafficisgiven
inthetext.
We triedto reconcilethecontentofthepublicationwiththedocument TheConcept
of Road Safety Education at Primary Schools, issued by the Ministry of Education for
implementation of RSE at primary schools. The mentioned suprasubjectival curricula
andgoalsofRSEarebasedonthedocument(Stebila,2010).
A bicycle, as a basic means of transport not only for pupils but also for adults, is
becoming a part of everyday life. Another aim of the publication is connected with the
correctuseofthebicycleandespeciallywithbehaviorintraffic.Thecontentofthetextis
dividedintoclearteachingunitsdealingwithalltheimportantareasofRSE.Wedivided
thewholeissueintothirteenthematicunitsbecauseofasimplerorientationandclarity.
The first unit Bicycle in Traffic gives us the initial information about how a bicycle
must and can be equipped, if we want to enter the traffic with it. The second thematic
unit Construction of the Bicycle provides the theoretical foundation of various bicycle
parts.Itexplainsthebasicconceptsandinformationaboutthebasicbicycleparts(frame,
wheels,wheelfork,brakes,seat,bicyclelights,etc.).Dismounting,MountingandMain-
tenance of the Bicycle deals with the monthly and annual maintenance of the bicycle,
andofcourse,thevariousservicebicyclerepairstoo.ThefourthunitDidacticUseofthe
Bicycledealswithissuesofvisualteachingaids,didacticuseofthebicycleandexamples
ofitsuseinpractice.InthefollowingfiveunitesentitledRulesofSafeCycling,Danger-
ous Places, Clear and Well-marked Cycling, We are Never Alone on the Road, and We
Pass Through Crossroads traffic rules relating to the cyclist are the most important. In
these thematic units, traffic rules are elaborated in terms of cyclists as well as different
trafficsituationsandtheirsolutions.Theyareaccompaniedbyillustrativedrawingsthat
completethelearningtextinanamusingway.ThethematicunitentitledTrafficAccident
and its Solution is dedicated to the cyclist drawbacks as the most vulnerable road user.
A brief description of how to call and proceed with the first aid accompanied by illus-
trativedrawingswillhelpteacherstopresentthisissue.Theeleventhunitinorder,Team
GamesandCompetitions,dealswithatest,artisticandslalomcompetitions,whichcan
beusedatschoolsforenrichingtheteaching.Itispossibletouseaschoolyard,school
playground,gym,andinthelimitedcasealsoalargehallway.Thetwelfththematicunit
isfocusedonMethods,FormsandMeansofRoadSafetyEducation.ThelastunitChil-
dren’sTrafficPlaygroundsdealswiththecurrentissueofCTP.Itdiscussesthetypesand
equipmentofCTP,theorganizationoftraining,anditsstaff.
Wetriedtowritethetextinasimpleandclearway.Whethertheissuescontainedin
eachunitareadoptedbypupils,itwillbeshownaftertakingthetestsattachedattheend
ResearchandPredictionoftheApplicationofMultimediaTeachingAid 109
of every chapter with the correct answers. The publication also focuses on road signs
and various traffic situations in which a cyclist may occur. It is essential for cyclists to
learn how to solve the traffic situation properly, and how to give the first aid in case of
atrafficaccident.Theinformationandrecommendationsforimprovingthesafetyduring
cyclingareequallyimportant.Whenteachingtheissue,theteachercanusevariouscol-
lectivegamesandcompetitions,whicharedescribedinthepublication,andwhichcanbe
motivatingforothergamesandcompetitions(Kmet’ová,2006).
Various issues affect all areas of RSE in a complex way. A significant part of the
publication is made of appendix. We pay attention to traffic signs, traffic facilities and
lightsignalsinfiveappendixonnineteenpagesmarkedasAppendixAtoAppendixE.
We consider the processing of the issue as the basis, which teachers should be par-
ticularly aware of, and in appropriately chosen way of didactics, pupils too. We cannot
considertheprocessingoftheissuetobecompleted.Itrepresentstheminimumliteracy
inthisarea,whichshouldbeacquiredbypupils.Whenproperlyacquiredpracticalskills
andhabitsofdrivingthebasicvehicleintrafficareused,itgivestheassumptionthatthe
cyclistswillbedisciplinedontheroadandtheywillpreventtrafficaccidentsbecauseof
theirrightbehavior(Stebila,2009;Žácˇok,2010;Hockicko,2010).
3. RecommendationsfortheUseofMultimediaTeachingAid
Itisnecessarytomentionafewtipsandrecommendationsonhowtousetheteachingaid
itproperly:
1) When using MTA, it is necessary to provide a teacher who mastered traffic rules
exceptfortechnicalandtechnologicalknowledgeandskills(isaholderofadriving
license,knowsthelegislation,andisincontactwiththecoordinatorforRSE,etc.).
2) Theteachershould,accordingtohisorherteachingexperience,knowtheknowl-
edge and skills of pupils in the class, where he or she will use MTA during the
lesson.Theteachershouldalsobecapabletodeterminethelevelofthechosenis-
suesforindividualpupilsinclassandheorsheoughttoknowhowlongtheywill
solvethetasks.
3) Beforethefirstlesson,theteacheroughttoanswerthequestion:DoIwantpupilsto
helpeachotherorshouldtheydiscussalltheuncertaintieswithme?Iftheteacher
wants pupils to communicate with each other about problems, he or she should
allowthemtoopenlydebatetheissueandsolveproblemstogether.
4) Before the first lesson, the teacher should carefully describe how to work with
MTAtopupils.Heorsheshouldthoroughlyexplainwhattodo,showtheneeded
solutionoftheproblemwiththereasonswhyheorsheproceedsinthechosenway.
Theteachershouldtrytomotivatepupilsandmakeitinterestingforthem.
5) The key for the success throughout the course is to familiarize pupils with the
properuseandmanipulationofMTA.Ifthisismanagedanditseemsthatevery-
thingisclear,theycanstarttowork.
6) Pupils choose the main menu of MTA and choose its parts according to the
teacher’sinstructions.ThesepartsincludethesubjectmatertothethemeofRSE,
110 J.Stebila
whichisdiscussedatthegiventime.Thisislearninginafunnywaythroughpre-
sentations and games which should provoke a sense of responsibility of pupils.
Throughthewell-arrangedmenuoftheteachingaid,pupilsgraduallygetfromthe
teachingtext,whichdescribesthebasicrulesofbehavingintrafficintheviewofa
cyclist.Throughpresentations,pupilsbecomefamiliarwiththebasicequipmentof
abicycle,basicmaintenanceandrepairs,roadsignsandtrafficsituations,andthey
gettothetestingoftheacquiredknowledge.
7) Theteachercheckstheworkofpupils.Theinitiativecheckingoftherightuseof
MTAisveryimportantanditusuallymusttakeplacebeforetheteacherbeginsto
dealwithpotentialproblemsofindividuals.Thecheckallowsthenormalerrorcor-
rectionandassessmentoftheworktime,itprovidesapositivefeedbacktopupils
and at the same time, it motivates them and adds self-reliance. If the teacher ex-
presses criticism, praises positively and enough, then the pupils will enjoy his or
herattentionandtheywillbemotivated.
8) Intermsofoptimalperformanceofpupils,itisappropriatewhentheteacherchecks
theworkofeachpupil,althoughitisverydifficultinnumerousclasses.
9) The role of the teacher is active in the use of MTA. It does not include only the
initial interpretation of what will be discussed on the particulary day, answers to
questionsandevaluationofresults.Inourcase,theteachermustbecomeamanager
ofthework,andespeciallyhelperandorganizerofthelesson.
10) The tasks given by the teacher must be clear and understandable for the pupils.
Theteachermustobservetheclassevenwhenmovingamongstudentsorhelping
individuals. He or she should always try to have such a place, from which he or
shewillseethemajorityoftheclass.Hisorherattentionwilldiscouragepotential
candidatestothedisturbance.
11) Some teachers often solve problems of their pupils in a wrong way. The teacher
solves the problem instead of the pupils. It is much more effective when pupils
areleadtoknowwhattheproblemis,andthensolveitontheirown.Theyshould
assesstheirownperformance,identifyproblemsandsolvethemindependently.
12) If the teacher wants to assess whether or not the lesson was successful and what
couldbeimprovedinthefuture,heorsheshouldtakenotesandrecordtheobser-
vationduringthelesson.
13) In the final parts of lessons, in the part of creativity and improving, it is recom-
mended to solve the test within the verification of knowledge and feedback. The
testcontainsquestionsonroadsigns,whicharetaughtthroughmemorygamesand
trafficsituationswhichwerelearntwhilewatching2Danimations.Theteacherthus
gainsquickinformationontheachievementoftheobjectivesofthelesson.
14) Weshouldnotoverlooktheevaluationofpupils´results.Wehavetohaveenough
timeforit,becauseitisoneofthemostimportantelementsofteaching.Itisim-
portantthatpupilsdiscusstheresultswiththeteacher.Itcouldbeadiscussionafter
thelesson.
15) The teacher should not unnecessarily prolong the lesson, although it often hap-
pens that he or she forgets about the limited time of the lesson when working on
acomputer.
ResearchandPredictionoftheApplicationofMultimediaTeachingAid 111
Fig.2.Theschemeofacomputerclassroom.
16) Ifwewanttoachieveamoreeffectiveeducation,wehavetoalsoprovideoptimal
workingenvironmentandpupils´well-beingwhichwouldbecoherentinallcom-
ponents(visual,acoustic,thermal,airandergonomic).Werecommendimplement-
ingtheteachingprocessandteachingwithMTAinatrainingclassroom(Fig.2).
Toensurepupils’activities,especiallyingroupwork,andcooperativelearning,we
needtoplacedesksinapositionadaptedtothiskindofwork.
Itisnecessarytohaveaprojectionwallarea,ademonstrationarea,aninstalledcentral
controlofteachingtechniquesintheteacher’sdeskaswellastheimpositionofteaching
aidsinaneasilyaccessibleway(Agnew,1996).
Theprimarytaskofschoolsandteachers,whoareplanningtoimplementtheteaching
processinacomputerclassroom,istoensureoptimalworkingenvironmenttobeharmo-
nized in all its components. The teaching process cannot negatively affect the healthy
physicalandmentaldevelopmentofpupils.Inordertoachievemaximumperformance,
pupils as well as teachers need to have optimal working environment (a high-quality
computerclassroom).
4. DisadvantagesofMultimediaTeachingAid
AlthoughwebelievethattheuseofMTAinteachingpupilsisofagreatbenefitforthe
teacher,itisnecessarytodrawattentiontopossiblebarriersthataffecttheeffectiveness
of teachingwith MTA. Like everythinghas its pros and cons,MTA brings some disad-
vantagesandlimitationstoo.
112 J.Stebila
DisadvantagesandLimitationsResultingfromComputerLiteracy
The teacher and pupils have to be on at least a minimum level of computer knowledge
andskillstosuccessfullymanagethebasicfunctionsassociatedwiththeuseofteaching
software.SuccessofteachingwithMTAisthreatenedwithoutthenecessaryskills.
DisadvantagesandLimitationsArisingfromtheCompetencesofthePupil
Asuccessfulpupilhasagoodorganizationofwork,canmotivatehimselforherself,can
organizetimewellandcanprovideareasonableworktime.Forthisreason,itwouldbe
ideal,iftheparticipantsoftheeducationwithMTAwerepupilswhoareindependentof
foreignassistanceandwithinternalmotivation.However,itisnotveryoftenpossibleand
therefore,theteacherhastogivemoreattentiontothepupils.
DisadvantagesandLimitationsArisingfromtheTeacher’sCompetences
Iftheteacherdoesnotknowthebasictrafficrulesandifheorshehasproblemsinthis
issue,theremaybemistakesinteaching.Mistakesintheteacher’sworkandorganization
oftheteachingmaybereflectedinthelossofinterestofpupils.
DisadvantagesandLimitationsResultingfromComputerTechnicalEquipment
Education with MTA is possible only if schools have computer classroom equipped at
least by the basic equipment. This technical equipment is the biggest limitation for the
useoftheaid.
DisadvantagesandLimitationsArisingfromtheImplementationofTeachinginthe
TrainingClassroom
Implementationoftheteachingprocessinthetrainingclassroommeansthatpupilsmove
fromonetrainingclassroomtoanotherfollowingtheirtimetable.Thetransitiontoteach-
ing in the classroom training is carried out efficiently at the same time with the whole
class.Themosteffectiveistomovetothetrainingclassroomwiththewholeclass.The
teacher must plan in advance when he or she will implement the teaching process with
MTAinthetrainingclassroom(EnglandandFinney,1999).
5. ResearchoftheImpactofMTAonDevelopmentofRSEatSlovakSchools.
Subject,AimsandHypothesesoftheResearch
This chapter aims to present the actual results of the research that we gathered in the
research of implementation of MTA into teaching. It ought to highlight the merits of
using MTA in teaching Road Safety Education. We chose the method of experimental
verificationforthepurposesofthisresearch.
5.1. SubjectoftheResearch
The research was made among pupils of the 2nd level of primary school. Teaching of
Technical Education in selected thematic areas is supported by MTA that we designed
ResearchandPredictionoftheApplicationofMultimediaTeachingAid 113
forthefieldofRoadSafetyEducation.Thereisanoptimumsupportofinformationand
communicationtechnologies.
5.2. AimsoftheResearch
The aim was to verify the success of the use of MTA in real conditions of the selected
schools having Technical Education, where work with computers is also used. We ex-
amined the knowledge of the first three levels of educational objectives of Niemierko
taxonomyandactivelearningofpupils.
Tomeettheeducationalresearchaimsofthedissertationthesis,wesetthefollowing
sub-tasks:
• to point out by the analysis of pedagogical documentation (curriculum, educa-
tionstandards,textbooks,suprasubjectivalcurriculaforRSE)thatteachingofroad
safetyeducationisneededwithinTechnicalEducation;
• todesignMTAthatwouldbefocusedonthedevelopmentofroadsafetyeducation
forpupilsofthe6thyearwithinthesubjectofTechnicalEducationatthe2ndlevel
ofprimaryschools;
• toverifyMTAforroadsafetyeducationforprimaryschoolsintheteachingprac-
tice;
• toverifyourhypothesesbytheuseofresearchtechniquesandmethods;
• to find out whether the application of MTA for road safety education affects the
leveloftheoreticalknowledgeinunderstanding,remembering,specifictransferand
activelearningofpupilsthe6thyearofprimaryschoolsinthesubjectofTechnical
Educationatthe2ndlevelofprimaryschools(Stebila,2008).
A natural educational experiment was performed within the research. Teaching was
carriedoutinexperimentalclassrooms(MTAwasusedintheteachingprocess)andcon-
trol classrooms, where the teaching was carried out in a traditional way without using
MTA.
We were especially interested in those educational features which have the highest
priorityinrelationtothecreative-humanisticteachinginthetheory.
WhendealingwiththeissueofimplementingRoadSafetyEducationofpupilsatpri-
mary schools, the following objective was set within the educational research: To find
outwhetheritispossibletodevelopcognitiveabilitiesofapupilfromroadsafetyeduca-
tionforpupilsofthe6thyearofprimaryschoolsbytheuseofthesuggestedMTAwhen
teachingTechnicalEducation.
5.3. ResearchProblem
Inourcountry,thereisnodebateonRoadSafetyEducationandconvenienceoftheuse
ofcomputerstocarryoutthisissue.Weareawareofthevastnessandcomplexityofthe
issueandweknowthatwecanandweshouldexploreitingreatdetail.Itisinteresting
forustoknowifpupilsachievebetterlearningresultsinthefirstthreeareasofNiemierko
taxonomy(remembering,understanding,specifictransfer)whenMTAisusedinteaching,
114 J.Stebila
andifpupilslearnmoreactivelyintheclassroom,whereMTAisusedincomparisonto
teachingapplyingthetraditionalteachingmethods.
Weformulatedthefollowingprincipalandstartinghypothesisfromalreadyexpressed
researchquestions:
H: TheuseofsuggestedmultimediateachingaidinteachingofTechnicalEducation
on the 2nd level of primary schools will statistically affect the level of pupils’
knowledgeofroadsafetyeducationinasignificantway.
To be able to confirm or refute and quantitatively and qualitatively verify the main
andstartinghypothesis,weformulatedthefollowingworkinghypotheses:
H1: Whendealingwiththetasksofthedidactictestfocusedontheissueofroadsafety
education, pupils from the experimental group will achieve statistically signifi-
cantly better results in the first three areas of Niemierko taxonomy than pupils
fromthecontrolgroup.
H2: PupilswhoaretaughtwithMTAwillhaveattheendoftheexperimentalteaching
betterresultsinthedidactictestintheareaofspecifictransferthanpupilswhoare
taughttraditionally.
H3: PupilswhoaretaughtwithMTAwillhaveattheendoftheexperimentalteaching
betterresultsinthedidactictestintheareaofunderstandingthanpupilswhoare
taughttraditionally.
H4: Pupilsfromtheexperimentalgroup,inwhichMTAisused,willlearnmoreactively
duringthelessonsthanpupilsinthecontrolgroup,inwhichMTAisnotused.
5.4. ResearchSample
The basic set, suitable for our research, were pupils of the 6th year of the 2nd level of
primary schools in the Slovak Republic. We can consider the results of the population
ofpupilsofthe6thyearintheSlovakRepublictobenormallydistributed.Thatiswhy
we can process data as a selection of the normal distribution in the research. In terms
ofexternalvalidityoftheresearch,weperformedthesamplingselectionbythestratified
selection.Thesamplewasmadeof214pupilsofthe6thyearfromfiveprimaryschoolsin
theSlovakRepublic.TobeabletoobjectivelydeterminewhetherourMTA(independent
variable)affectsthelevelofknowledgeofroadsafetyeducationofpupilsofthe6thyear
ofprimaryschoolsinTechnicalEducation,weincludedtwogroupsofrespondentsinthe
experiment:thecontrolgroupandtheexperimentalgroup.Thecontrolandexperimental
groupswerealwaysformedbytheentireclass.Thecontrolgroupconsistedof107pupils.
107pupilswerealsointheexperimentalgroup.Table7showsthevariousnumbersinthe
sets of different schools. We purposefully marked all control subgroups as one control
groupCONandalltheexperimentalsubgroupsareidentifiedasoneexperimentalgroup
EXP.
5.5. PerformanceoftheExperiment
Westartedtheexperimentatprimaryschoolsinbothgroupssimultaneouslyatthebegin-
ning of February 2007. Both groups followed the same schedule and content. The only