| dc.description.abstract | Art and Mathematics have been connected throughout the human history, and
that such a connection represents an important area in the development of education
system today. Integrating art into Mathematics instruction not only enriches the
learning experience but also nurtures the holistic development of learners, fostering
their cognitive, affective, and conative growth. Present study is an attempt to find out
whether Art Integrated Information Processing Model (AIIPM), Information
Processing Model (IPM) or Present method of teaching Mathematics is the most
effective in bringing out Mathematical outcomes, viz., Problem Solving Ability in
Mathematics, Mathematics belief (Exploratory), Attitude towards Mathematics,
Achievement in Mathematics and reduced Mathematics Anxiety among secondary
school students. The experimental design used for the study is quasi-experimental pre-
test-post-test comparison group design with three unequal groups. The study was
conducted at two levels, for eighth and ninth standard students. For each standard
(VIII & IX), among the three intact groups, two groups were selected randomly and
were taught through Art Integrated Information Processing Model and Information
Processing Model (IPM) and the third group was taught through the Present method
of teaching followed in the school (Group 3), providing the usual classroom
experiences. Statistical techniques, such as t test, ANOVA, MANOVA and
MANCOVA have revealed significant findings. The study found that AIIPM and IPM
significantly improve problem-solving ability, attitude towards Mathematics, and
reduces Mathematics anxiety, showing a very large effect overall for eighth and ninth
standard students. The effect of AIIPM on exploratory Mathematics belief is very
large for ninth standard students, whereas it is large for eighth standard students.
However, the influence of IPM on exploratory Mathematics belief is large for eighth
standard students but moderate for ninth standard students. Present teaching method
shows a very large effect on attitude and large effect in exploratory belief, and anxiety
reduction for both grades. However, its effect on problem-solving ability varies, being
very large for ninth standard students but moderate for eighth standard students. The
three methods have equal and large effect on achievement in Mathematics for both
grades. The findings show that AIIPM is effective in enhancing select Mathematical
outcomes among secondary school students. Integrating art to systematic processing
of information help students to engage with Mathematics in a multi-sensory way. The
study provides valuable insights for educational interventions, emphasizing the
importance of the effectiveness of combining different models and methods,
suggesting that an integrated approach could offer benefits to Mathematics education,
creating inclusive and enjoyable learning environment. | en_US |
