Reena Rani and Anisha
B.P.S. Mhaila Vishwavidyalaya, Khanpur Kalan, Sonepat
Pages: 345-355
Nano learning, defined by brief (2–5 minutes), multimedia-intensive modules focused
on singular learning objectives, presents an innovative approach by conforming to
cognitive load theory of Sweller et. al. and the digital-native inclinations of Generation Z
by Johnson et al. This study investigates the influence of nano learning on mathematical
performance in geometry among ninth graders. The study reveals that students exposed
to nano learning modules in geometry show a substantial improvement in mathematical
achievement compared to those undergoing traditional teaching methods. The utilization
of nano learning as tools consistently yielded favorable results, enhancing students’
comprehension levels.