APPLYING MICRO-LECTURES BASED ON MULTIPLE INTELLIGENCES: TEACHING CHINESE CHARACTERS TO CHILDREN
DOI:
https://doi.org/10.35631/IJMOE.829077Keywords:
Action Research, Chinese Characters Teaching Method, Micro-Lecture, Multiple IntelligencesAbstract
Lecture videos became widely adopted as essential teaching materials during the COVID-19 pandemic. Many educators create lecture videos for their lessons and continue to use them both in face-to-face and online classes, even after the lockdown period, due to their perceived effectiveness in supporting student learning. However, considerable variation exists in the quality of lecture videos produced by educators. Therefore, it is crucial to find a validated design template to guide the educators in creating high-quality lecture videos to ensure pedagogical consistency. In the Malaysian context, teaching Chinese characters to students from diverse linguistic backgrounds presents additional learning challenges. It is imperative to seek a solution that eases the study burden on the multiracial students in learning Chinese characters and raises their study interest and learning effectiveness. Therefore, this study develops Chinese character micro-lectures based on Gardner’s Theory of Multiple Intelligences and examines their impact on students’ learning performance. Thus, two cycles of classroom action research were conducted with a group of third-grade students aged 7-9 years old. The results indicate that micro-lectures designed using the Multiple Intelligences framework better align with students’ learning needs, enhance learning interest, and improve assessment outcomes. The study also identifies five key factors influencing the effective implementation of micro-lectures in the classroom.
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