The Effect of Spreadsheet and Dynamic Geometry Software on the Achievement and Self-Efficacy of 7th-Grade Students

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Autor/inn/en	Isiksal, Mine; Askar, Petek
Titel	The Effect of Spreadsheet and Dynamic Geometry Software on the Achievement and Self-Efficacy of 7th-Grade Students
Quelle	In: Educational Research, 47 (2005) 3, S.333-350 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
Schlagwörter	Grade 7; Geometry; Mathematics Instruction; Computer Software; Computer Assisted Instruction; Spreadsheets; Mathematics Achievement; Self Efficacy; Gender Differences; Teaching Methods; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Geometrie; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Background: Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue. Purpose: This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated. Sample: The study consisted of 64 7th-grade students from three different classes including all the 7th-graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices. Design and methods: The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The "Mathematics achievement" test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a "Mathematics self-efficacy" scale and "Computer self-efficacy" scale were developed respectively. Analysis of covariance, bivariate correlations and t -test were used to analyse outcome data. Results: Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement. Conclusions: The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10