The effect of computer-assisted teaching on remedying misconceptions: The case of the subject "probability"

Gürbüz R., Birgin O.

Computers and Education, vol.58, no.3, pp.931-941, 2012 (SCI-Expanded, SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 58 Issue: 3
  • Publication Date: 2012
  • Doi Number: 10.1016/j.compedu.2011.11.005
  • Journal Name: Computers and Education
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.931-941
  • Keywords: Improving classroom teaching, Interactive learning environments, Secondary education, Teaching/learning strategies
  • Uşak University Affiliated: Yes

Abstract

The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and post-test control group study was carried out with 37 seventh-grade students-18 in the experimental group (CAT) and 19 in the control group (traditional teaching). A 12-item instrument, made up of 4 items related to each of the concepts "Probability Comparisons (PC)," "Equiprobability (E)," and "Representativeness (R)," was developed and implemented with the participants. After the teaching intervention, the same instrument was again administered to both groups as a post-test. In light of the findings, it can be concluded that computer-assisted teaching was significantly more effective than traditional methods in terms of remedying students' misconceptions. © 2011 Published by Elsevier Ltd. All rights reserved.