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Objectives In this study, we would like to verify how storytelling classes affect learners' math academic achievement, class interest, and math-related attitudes for first year high school students through experiments. Methods 64 students in two classes in the first grade of 00 High School were analyzed as research subjects. Two classes were selected as midterm test scores for the first semester of the first grade. Class 1 was divided into an experimental group and the other class 1 was divided into a comparative group. From April 15 to July 11, 2021, 13 classes were held for about 2 months. The experimental group (32 students) was taught by applying mathematics and storytelling, and the comparative group (32) was taught by explaining based on traditional textbooks. Results Through this study, the following results were obtained. First, in this study, learning contents for each unit of mathematics were set and activity papers were used to apply mathematics and storytelling. By applying this to the class, it was possible to increase math academic achievement, class interest, and math-related attitudes. Second, math academic achievement, class interest, and math-related attitudes were more effective for students in the upper, middle, and lower classes using mathematics and storytelling compared to narrative-oriented classes based on traditional textbooks. Third, in classes using mathematics and storytelling applications, lower- ranked students were also interested in lower-ranked students neglecting general math classes, and the lower- ranked students actively participated to improve their math academic achievement. Conclusions In conclusion, the experimental group's classes using mathematics and storytelling were more effective in math academic achievement, class interest, and math-related attitudes than the comparative group.
Jong Su An (Fri,) studied this question.