The Effectiveness of Guided Inquiry-Based Technology Integration on Pre-Service Mathematics Teachers' Understanding of Plane Geometry

Autor/inn/en	Eshetu, Dereje; Atnafu, Mulugeta; Woldemichael, Mulugeta
Titel	The Effectiveness of Guided Inquiry-Based Technology Integration on Pre-Service Mathematics Teachers' Understanding of Plane Geometry
Quelle	In: Journal of Pedagogical Research, 6 (2022) 4, S.84-100 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eshetu, Dereje) ORCID (Atnafu, Mulugeta) ORCID (Woldemichael, Mulugeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inquiry; Preservice Teachers; Active Learning; Geometric Concepts; Geometry; Comparative Analysis; Mathematics Teachers; Teaching Methods; Pretests Posttests; Technology Integration; Concept Formation; Mathematics Education; Teacher Educators; Instructional Effectiveness; Elementary School Teachers; Lesson Plans; Teacher Education Programs; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Aktives Lernen; Elementare Geometrie; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Mathematische Bildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Lesson planning; Unterrichtsplanung; Ausland; Äthiopien
Abstract	The study investigated the effects of a technology-integrated guided inquiry-based approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach. A non-equivalent pretest-posttest control group quasi-experimental design was used. A three-stage sampling techniques was adopted. Two colleges were purposively selected and assigned to experimental and control groups through simple random sampling. A total of 116 pre-service primary mathematics teachers were assigned into three groups: experimental group 1 (n = 48), experimental group 2 (n = 38) and traditional group (n = 30). Pretest and posttest data were collected using a two-tiered test, and were analyzed with descriptive statistics, sample paired t-test and one-way ANOVA. Compared to the other two groups, pre-service mathematics teachers who received a technology-integrated guided inquiry-based approach showed a greater level of conceptual understanding. In accordance with the results, some recommendations were made for mathematics teacher educators. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01