Influence of combined teaching in the learning of geometry

Cilj je ovog istraživanja utvrditi i objasniti utjecaj kombiniranog modela nastave na usvajanje znanja iz geometrije u četvrtom razredu osnovne škole. Kombinirani se model sastojao od podjednakog udjela dva modela nastave. Jedan je dio činio integriranu nastavu matematike i tjelesne i zdravstvene kulture, dok se drugi dio sastojao od tradicionalnog modela poučavanja matematike. Uzorak varijabli sastojao se od dva seta testova iz geometrije. Test inicijalnog mjerenja, koje je održano prije početka eksperimenta, imao je svrhu ustanoviti usvojeno geometrijsko znanje iz prethodnog obrazovnog perioda. Finalno mjerenje održano je nakon završetka eksperimenta. Test finalnog znanja sastojao se od ispitnih pitanja iz nastavne teme: pravokutnik, kvadrat i njihovi opsezi. U istraživanju su sudjelovale eksperimentalna (n=22) i kontrolna (n=18) grupa ispitanika. Znanja iz navedene nastavne teme kontrolna grupa ispitanika usvajala je prema smjernicama iz kurikuluma. Eksperimentalna grupa ispitanika usvajala je geometrijska znanja iz nastavne teme pravokutnik, kvadrat i njihovi opsezi kombiniranim modelom nastave. Rezultati dobiveni t-testom ukazuju na statistički značajno veću efikasnost kombinirane nastave.The aim of this study is to determine and explain the impact of the combined model of teaching to learning geometry in the fourth grade of primary school. The combined model was composed of an equal share of the two models of teaching. One part formed from an integrated teaching of mathematics and physical education, while the second part consisted from the traditional model of teaching mathematics. The sample of variables was composed of two sets of geometric tests. The test of the initial measurements, which took place before the start of the experiment had the purpose to determine learned geometric knowledge of previous educational period. The final measurement was held after the end of the experiment. The test of the final knowledge was composed of exam questions of a teaching topic: rectangle, square and their bands. In the research participated experimental (n = 22) and control (n = 18) groups of respondents. Control group participants learned knowledge of above teaching topic within the guidelines found of the curriculum. The experimental group participants learned a geometric knowledge of a teaching topic rectangle, square and their bands combined model of teaching. The results obtained by t-test pointed on statistical significantly increased efficiency of combined teaching