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Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

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Listed:
  • Antonio-José Moreno-Guerrero

    (Department of Didactics and School Organization, Faculty of Education, Economics and Technology of Ceuta, University of Granada, 51001 Ceuta, Spain)

  • Marina Rondón García

    (Sotogrande International School, 11310 Cádiz, Spain)

  • Nazaret Martínez Heredia

    (Pedagogical Department, Faculty of Education Sciences, University of Granada, 18011 Granada, Spain)

  • Antonio-Manuel Rodríguez-García

    (Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, 52005 Melilla, Spain)

Abstract

Nowadays, education requires changes in the teaching and learning processes, through the implementation of innovative and motivating pedagogical actions, owing to the existing needs in society. Education, owing to the current needs of society, requires changes in the teaching and learning processes through the implementation of innovative and motivating pedagogical actions. The main objective of this study is to evaluate the effectiveness of the collaborative method, based on the Harry Potter theme, with respect to the traditional method in the first year of Obligatory Secondary Education for the learning of geometric figures in the subject of mathematics. For this purpose, a quasi-experimental, quantitative, descriptive, and correlational study has been designed, using a standardized questionnaire as a technique to collect information. The sample is composed of 236 students from the first year of Obligatory Secondary Education distributed in eight groups (four control and four experimental) from a public high school in the city of Cádiz (Spain). The tests carried out show that collaborative learning generates improvements in the attitudes and mathematical dimensions. Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students’ grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.

Suggested Citation

  • Antonio-José Moreno-Guerrero & Marina Rondón García & Nazaret Martínez Heredia & Antonio-Manuel Rodríguez-García, 2020. "Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics," Mathematics, MDPI, vol. 8(3), pages 1-16, March.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:3:p:369-:d:329596
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    References listed on IDEAS

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    1. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
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    Cited by:

    1. Silvia Natividad Moral-Sánchez & M.ª Teresa Sánchez-Compaña & Isabel Romero, 2022. "Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education," Mathematics, MDPI, vol. 10(18), pages 1-38, September.
    2. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Ana Fernández-Viciana & Laxmi J. Dixit Dixit & Paloma Nistal-Hernández, 2022. "Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study," Sustainability, MDPI, vol. 14(23), pages 1-10, December.
    3. Juan Antonio López Núñez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José Antonio Marín-Marín, 2020. "Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education," IJERPH, MDPI, vol. 17(9), pages 1-16, April.

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