The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example

Autor/inn/en	Ardiç, Mehmet Alper; Isleyen, Tevfik
Titel	The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example
Quelle	In: Journal of Education and e-Learning Research, 5 (2018) 3, S.165-173 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Foreign Countries; Secondary School Students; Mathematics Instruction; Computer Assisted Instruction; Teaching Methods; Mathematics Achievement; Grade 10; Algebra; Computer Software; Control Groups; Experimental Groups; Pretests Posttests; Technology Integration; Conventional Instruction; Turkey + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Türkei
Abstract	The purpose of this study is to determine the effect of the mathematics teaching, which is carried out by mathematics teachers through computer algebra systems, on the achievement of students. A hundred and forty five 10th grade students have taken part in the study as participants. In the research where quantitative research methods were used, quasi-experimental design was used. In the study, class implementations were carried out by three mathematics teachers who had inservice training about the integration of the computer algebra systems to the learning-teaching environments beforehand. In the implementations at issue, teachers carried out computer-assisted instructions about parabola through Mathematical software in experimental groups. In control groups, they carried out the lessons by using information and communication technologies at a baseline level using traditional teaching method. In the research, students' mathematics report grades and also parabola achievement tests, which were used as the pretest and the posttest, were used as data collection tool. The data obtained from the research were analyzed through Mann-Whitney U and Wilcoxon signed ranks tests. Besides, the effect size of the obtained data was calculated. As a result of the research, it was seen that the achievement of the experimental group, whose lessons were carried out with computer algebra systems by providing technology integration at transformation level, are higher than the achievement of the control group, whose lessons were carried out with the traditional teaching method by providing technology integration at replacement level. Besides, as the calculated effects size is considered, it is understood that computer algebra systems have a strong effect in the occurrence of the differences between the two groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01