Aspects of Plasma Television Supported Learning in Mathematics Classes in Selected Ethiopian High Schools

Abstract

The purpose of this study was to examine the aspects of mathematics learning via Plasma TV based on the perceptions of students and teachers in Ethiopian high schools in selected four regional states. The design of the study was cross-sectional that used quantitative approach. A set of questionnaires was administered on high school mathematics teachers and students, and descriptive statistics was used to analyze the data. The result of this study shows that students and teachers agreed in most of the merits and challenges of PTV lessons and activities. Both parties agreed that the lessons are well organized and well planned. Majority of them agreed that the plasma lesson motivates students to learn and encourages them to participate. One of the drawbacks both parties considered was that the time allotted to teachers to introduce and consolidate the lessons, and students to do class work and take notes was not enough. The major recommendations of this study are then to revise the overall PTV delivery system, emphasis on scheduling in such a way that mathematics teachers could have sufficient time and space to help students improve their problem solving skills and fill in the gaps that the technology cannot handle.