The effect of computer-assisted instruction on 7th grade students’ achievement and attitudes toward mathematics: The case of the topic “vertical circular cylinder” Utjecaj nastave uz pomoć računala na postignuća i stavove učenika sedmog razreda prema matematici: Slučaj obrade teme „Uspravni kružni valjak”

Birgin O., Bozkurt E., Gürel R., Duru A.

Croatian Journal of Education, cilt.17, sa.3, ss.783-813, 2015 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17 Sayı: 3
  • Basım Tarihi: 2015
  • Doi Numarası: 10.15516/cje.v17i3.1075
  • Dergi Adı: Croatian Journal of Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.783-813
  • Anahtar Kelimeler: Attitudes toward mathematics, Computer-assisted instruction (CAI);, Mathematics achievement, Mathematics education, Seventh grade student
  • Uşak Üniversitesi Adresli: Evet

Özet

The purpose of this study was to investigate the effect of computer-assisted instruction (CAI) regarding concepts of “surface area and volume of vertical circular cylinder” on seventh grade students’ achievement and attitudes toward mathematics. A pre-test and post-test control group with quasi-experimental study design was used. This research was carried out with 49 seventh grade Turkish students (24 students in the experimental group, and 25 students in the control group). The students in the experimental group were taught with CAI, while the students in the control group were taught in the traditional way (textbookbased direct instruction). The “Mathematics Achievement Test (MAT)” and the “Mathematics Attitude Scale (MAS)” were administered to both groups as a pretest and a post-test. The data were analyzed with multivariate analysis of variance (MANCOVA). The results indicated that CAI significantly improved students’ mathematics achievement compared to the results achieved through traditional instruction. However, it was found that short-term CAI implementation did not make a significant difference on students’ attitudes toward mathematics.