Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils
<p>The aim of the study was to determine the effects of happy emotions during learning on the performances of addition and subtraction among grade 1 Filipino pupils. Specifically, the study sought to determine if happy emotion induced by background music, colorful materials or a combin...
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Nael, Michale Molina Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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<p>The aim of the study was to determine the effects of happy emotions during learning on the performances of addition and subtraction among grade 1 Filipino pupils. Specifically, the study sought to determine if happy emotion induced by background music, colorful materials or a combination of the two could improve the performance of grade 1 Filipino pupils in addition and subtraction. Teaching aids were developed utilizing happy emotion through Filipino childrens music as background, colorful materials or a combination of the two. A quasi-experiment was conducted with 4 groups (music group, n=83; color group, n=80; combination of music & color group, n=87 and control group, n=70) from two schools in Manila. The control group was taught the same lessons without the teaching aids. Ten Filipino childrens music were selected to be background music. The results showed that nine out of these ten Filipino childrens music were effective background music in inducing happy emotions. As for the colors, the results showed that gold, yellow, green, rose, orange, red and blue were better inducers of happy emotions than purple, grey and black & white. Statistically significant differences (F(3,316) = 15.009, p < .001) were found in the performance of pupils in addition and subtraction, wherein, the pupils in the music group (m = 1.58, sd = 3.85, p < .001), color group (m = 1.80, sd = 3.276, p < .001), and music & color group (m = 2.25, sd = 3.17, p < .001) performed better than the control group. Nevertheless, there was no statistical significant differences among the three interventions of music, color or music & color. The study concluded that happy emotions, whether with the use of music, color or music & color, was able to significantly improve the addition and subtraction performances of grade 1 pupils. This study recommended that happy emotions be utilized in the teaching of grade 1 Mathematics in the Philippines.</p> |
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Nael, Michale Molina |
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Nael, Michale Molina |
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Nael, Michale Molina |
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Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils |
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effects of happy emotion during learning on the performances in addition and subtraction among grade 1 filipino pupils |
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Universiti Pendidikan Sultan Idris |
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Pusat Penyelidikan Perkembangan Kanak-kanak Negara |
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oai:ir.upsi.edu.my:74672022-10-03 Effects of happy emotion during learning on the performances in addition and subtraction among grade 1 Filipino pupils 2019 Nael, Michale Molina <p>The aim of the study was to determine the effects of happy emotions during learning on the performances of addition and subtraction among grade 1 Filipino pupils. Specifically, the study sought to determine if happy emotion induced by background music, colorful materials or a combination of the two could improve the performance of grade 1 Filipino pupils in addition and subtraction. Teaching aids were developed utilizing happy emotion through Filipino childrens music as background, colorful materials or a combination of the two. A quasi-experiment was conducted with 4 groups (music group, n=83; color group, n=80; combination of music & color group, n=87 and control group, n=70) from two schools in Manila. The control group was taught the same lessons without the teaching aids. Ten Filipino childrens music were selected to be background music. The results showed that nine out of these ten Filipino childrens music were effective background music in inducing happy emotions. As for the colors, the results showed that gold, yellow, green, rose, orange, red and blue were better inducers of happy emotions than purple, grey and black & white. Statistically significant differences (F(3,316) = 15.009, p < .001) were found in the performance of pupils in addition and subtraction, wherein, the pupils in the music group (m = 1.58, sd = 3.85, p < .001), color group (m = 1.80, sd = 3.276, p < .001), and music & color group (m = 2.25, sd = 3.17, p < .001) performed better than the control group. Nevertheless, there was no statistical significant differences among the three interventions of music, color or music & color. The study concluded that happy emotions, whether with the use of music, color or music & color, was able to significantly improve the addition and subtraction performances of grade 1 pupils. This study recommended that happy emotions be utilized in the teaching of grade 1 Mathematics in the Philippines.</p> 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=7467 https://ir.upsi.edu.my/detailsg.php?det=7467 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Pusat Penyelidikan Perkembangan Kanak-kanak Negara <p>Abramson JH, & Abramson ZH. (1999). Survey methods in community medicine.</p><p>Edinburgh: Churchill Livingstone.</p><p></p><p>Adelman, J. S., & Estes, Z. (2013). Emotion and memory: A recognition advantage for</p><p>positive and negative words independent of arousal. Cognition, 129(3), 530-</p><p>535. doi: 10.1016/j.cognition.2013.08.014</p><p></p><p>AlAyash, A., Kane, R. T., Smith, D., & GreenArmytage, P. (2016). 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