The effect of training based on mental imagery on the permanence of concepts and contents of mathematics course (Tony Buzan model)
Document Type : Original Article
Authors
1 Member of the Faculty of Sistan and Baluchistan University
2 Member of the Board of Trustees of Tehran University of Research Sciences
3 Assistant Professor Department of Mathematics - Faculty of Science, Science and Research Branch, Islamic Azad University Iran.
4 Associate Professor, Department of Mathematics - Faculty of Science, Science and Research Branch, Islamic Azad University Iran
Abstract
This study examines the impact of imagery-based instruction on the retention of mathematical concepts and content among male and female tenth-grade students in districts one and two of Zahedan during the academic year 1401-1402. The research method was semi-experimental with a pre-test/post-test design and a control group. The samples were randomly divided into experimental and control groups. The experimental group received imagery-based instruction, while the control group received conventional instruction.Initially, a pre-test was conducted to assess the baseline knowledge of both groups. The instruction then commenced, and following its completion, a post-test was administered. Additionally, two weeks after the instruction, a retention test was conducted to evaluate the persistence of the concepts learned. The results of the paired t-test indicated that the retention of mathematical concepts in both male and female groups significantly increased after imagery-based instruction (p-value < 0.05).Analysis of covariance also confirmed the positive and significant effect of imagery-based instruction on the retention of mathematical concepts (p-value < 0.0001). These findings suggest that imagery-based instruction has a greater impact on the retention of mathematical concepts and content compared to conventional methods
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