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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...
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... The use of CBI resulted in significant improvement because the students were peertaught than self-taught during the learning exercises they had during the study. This supported the study of Birgin et al. (2015) and Serin (2011), who reported that significant improvement was caused by computer instruction compared to traditional instruction. ...
This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students' performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.
... Some studies also show that DGS positively increases students' attitudes toward mathematics (e.g., Aliasgari et al., 2010;Demir & Önal, 2021;Higgins et al., 2019;Pilli & Aksu, 2013), interest and motivation for learning (e.g., Güven & Karataş, 2003;Higgins et al., 2019) and helps improve engagement in mathematics (Barkatsas et al., 2009). Similarly, it is also revealed in some studies that compared to traditional instruction, DGS significantly increases students' geometry achievement (e.g., Birgin et al., 2015;Ubuz et al., 2009;Yılmaz, 2015) and conceptual learning in geometry (e.g., Erbas & Yenmez, 2011;Koklu & Topcu, 2012;Kösa & Karakuş, 2010), improves spatial visualization skills (e.g., Baki et al., 2011;Karakuş & Peker, 2015) as well as positively affects attitudes toward geometry (Turk & Akyuz, 2016). Nevertheless, there are studies which show that short-term use of DGS significantly improves students' geometry achievement but does not make a significant difference in students' attitudes (e.g., Birgin et al., 2015;Sebial, 2017) or retention of learning (Ubuz et al., 2009) compared to traditional lecture-based instruction. ...
... Similarly, it is also revealed in some studies that compared to traditional instruction, DGS significantly increases students' geometry achievement (e.g., Birgin et al., 2015;Ubuz et al., 2009;Yılmaz, 2015) and conceptual learning in geometry (e.g., Erbas & Yenmez, 2011;Koklu & Topcu, 2012;Kösa & Karakuş, 2010), improves spatial visualization skills (e.g., Baki et al., 2011;Karakuş & Peker, 2015) as well as positively affects attitudes toward geometry (Turk & Akyuz, 2016). Nevertheless, there are studies which show that short-term use of DGS significantly improves students' geometry achievement but does not make a significant difference in students' attitudes (e.g., Birgin et al., 2015;Sebial, 2017) or retention of learning (Ubuz et al., 2009) compared to traditional lecture-based instruction. ...
... Similarly, it is seen in some previous studies conducted with high school students (e.g., Balcı Şeker & Erdoğan, 2017; Bhagat & Chang, 2015;Chimuka, 2017;Mthethwa et al., 2020;Shadaan & Leong, 2013;Tay & Wonkyi, 2018) and preservice students (e.g., Bulut, 2013;Hussin et al., 2018;Sudihartinih & Purniati, 2019) that GeoGebra-supported instruction significantly increases students' achievement regarding circle concepts in comparison to instruction where GeoGebra is not used. Also, it has been determined in a number of studies that DGS-supported instruction increases students' geometry achievement more than the use of non-technological instruction regarding the topics of triangles (e.g., Doğan & İçel, 2011;Turk & Akyuz, 2016), quadrilaterals (e.g., Disbudak & Akyuz, 2019;Özçakır & Çakıroğlu, 2019), polygons (e.g., Erbas & Yenmez, 2011;Genç & Öksüz, 2016), 3 D geometric shapes (e.g., Birgin et al., 2015;Taş, 2016), transformation geometry (e.g., Mutlu & Söylemez, 2019;Yılmaz, 2015) and analytic geometry (e.g., Işıksal & Aşkar, 2005;Kösa & Karakuş, 2010;Saha et al., 2010). Moreover, it is revealed in meta-analysis studies (e.g., Chan & Leung, 2014;Günhan Cantürk & Açan, 2016;Higgins et al., 2019;Kaya & Öçal, 2019) that DGS-based instruction has a significant large effect on student's mathematics achievement compared to traditional direct instruction. ...
The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students’ geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students’ geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students’ attitudes toward geometry.
... Moreover, use of Cabri II for fourth-grade-level triangles and rectangles (Tutak, 2008) and use of Cabri 3D for sixth-grade-level volumes of prisms (Özmen, 2019) have a positive effect on students' achievement and attitude. However, Birgin et al. (2015) determine that short-term use of Geometer's Sketchpad software on surface area and volume of vertical circular cylinder at the seventh-grade-level significantly improves students' mathematics achievement but does not make a significantly difference regarding mathematics attitudes compared to traditional instruction. ...
Lay Description
What is already known about this topic?
The subject of functions and their graphs are the basis of many mathematical concepts and subjects such as logarithm, limit, derivative and integral.
It is indicated in many studies that middle‐grade students have some misconceptions and difficulties in learning the concept of a straight line and slope.
It was determined in previous studies conducted at different grade level that using dynamic geometry software (DGS) increases students' mathematics achievement according to traditional instruction.
There is a need for research investigating the effect of using GeoGebra software on eighth grade students' conceptual understanding and retention of learning regarding linear equations and slope.
What this paper adds?
A quasi‐experimental design with pre‐test, post‐test and delayed post‐test was conducted.
Using GeoGebra software had positive effects on eighth‐grade students' conceptual understanding regarding linear equations and slope.
The learning environment with GeoGebra software increased the retention of learning.
The implications of study findings for practitioners
This research provided evidence regarding the effects of using GeoGebra software on eighth‐grade students' conceptual understanding and retention of learning in mathematics.
In future studies, the long‐term effects of GeoGebra on other mathematics topics and other learning outcomes within similar settings should be examined.
... Previous studies investigated the effect of various uses of CAI on attitude and achievement based on the advantages and disadvantages of CAI. In certain studies, the attitudes of English as a Foreign Language (EFL) teachers within the context of integration of CAI tools (Özkan, 2017), attitudes of high school and mathematics teachers towards the CAI software (Çakır, 2016), the attitudes of middle school students towards CAI in mathematics instruction (Birgin, Bozkurt, Gürel & Duru, 2015;Yıldız & Aktaş, 2015) were investigated. In only one of the abovementioned studies, it was found that there was no difference between the attitudes in CAI and the conventional settings (Birgin et al., 2015), while other studies reported that the participants' attitudes towards CAI were positive. ...
... In certain studies, the attitudes of English as a Foreign Language (EFL) teachers within the context of integration of CAI tools (Özkan, 2017), attitudes of high school and mathematics teachers towards the CAI software (Çakır, 2016), the attitudes of middle school students towards CAI in mathematics instruction (Birgin, Bozkurt, Gürel & Duru, 2015;Yıldız & Aktaş, 2015) were investigated. In only one of the abovementioned studies, it was found that there was no difference between the attitudes in CAI and the conventional settings (Birgin et al., 2015), while other studies reported that the participants' attitudes towards CAI were positive. Furthermore, the effect of CAI on academic achievement was investigated in several studies. ...
... In the literature, there are several studies conducted on CAI based on both attitudes and academic achievement (Birgin et al., 2015;Musmar, 2018;Owusu et al., 2010;Yaylak, 2019;Yıldız & Aktaş, 2015). ...
The present study aimed to investigate the effect of Computer II course on the achievements of pre-service teachers and their attitudes towards computer-assisted instruction. For this purpose, the study was designed as a one-group pretest-posttest model. The participants of the research were determined by criterion sampling method. In this context, the study was conducted with 180 pre-service teachers attending Computer II course at Manisa Celal Bayar University, Faculty of Education in Turkey during the 2017-2018 academic year spring semester. An achievement test was applied to determine the academic achievements of pre-service teachers before and after the instruction of the course, and computer-assisted instruction attitude scale was applied to determine their attitudes towards the computer-assisted instruction. Independent samples t-test, paired sample t-test, ANOVA and simple linear regression were used to analyze the data. The study findings demonstrated that Computer II course had positive contributions to both the attitudes and the achievements of pre-service teachers. Besides, it was understood that Computer II achievement scores of pre-service teachers from Guidance and Psychological Counseling department, and the attitude scores towards computer-assisted instruction of pre-service teachers from Teacher Training in Turkish were higher. Moreover, pre-service teachers who have personal computers had higher attitudes towards computer-assisted instruction. Furthermore, it was determined that the achievement in the course was a significant predictor of pre-service teachers' attitudes towards computer-assisted instruction. It was considered that the present study findings would be beneficial for future researchers, who would study computer-assisted instruction, Computer II and similar courses. At the end of the paper, several suggestions that could guide future studies and applications were presented.
... They also expressed the opinion that GeoGebra supported teaching provided a better understanding of the subject and that the topics are more permanent. Similarly, many studies (Birgin et al., 2015) showed that the teaching environment with dynamic geometry software (DGS) supports the students' prediction, creation, exploration and generalization skills and contributes to the learning of geometric concepts and relationships. In this study, it was determined that animations and visuals in GeoGebra activities helped to relate the subject to daily life, to provide real measurements, and to make drawings and to explore more easily. ...
... Alanyazın incelendiğinde matematik ve geometri konularının öğretiminde Mathematica, Derive, Maple gibi çeşitli bilgisayar cebir sistemleri (Awang & Zakaria, 2013) ile Cinderella, Geometer's Sketchpad, Coypu, Cabri ve GeoGebra gibi dinamik geometri yazılımlarının (DGY) (Baki, Kösa & Güven, 2011;Birgin, Bozkurt, Gürel & Duru, 2015;Çiftçi & Tatar, 2014;Kutluca, 2019) Çalışma kâğıdında biraz zorlanılması, karışık gelmesi 2 6,3 ...
Bu araştırmanın amacı, yedinci sınıf “Çember ve Daire” konusunun öğretimine yönelik geliştirilen GeoGebra destekli öğretim materyaline ve öğrenme ortamına ilişkin öğrenci görüşlerini yansıtmaktır. Araştırma özel durum çalışması ile yürütülmüştür. Araştırma, Isparta ilinde yedinci sınıfta öğrenim gören 30 öğrenci ile gerçekleştirilmiştir. Veriler, 5’li likert tipi 25 madde ve 4 açık uçlu sorudan oluşan anket ve sınıf içi gözlemler yoluyla toplanmıştır. Nicel veriler SPSS 17.0 paket programı ile analiz edilmiştir. Nitel veriler betimsel ve içerik analizi tekniği ile çözümlenmiştir. Araştırmada GeoGebra destekli öğretim materyalinin öğrenmeyi kolaylaştırdığı, görsel olarak zihinde canlandırmayı güçlendirdiği, günlük hayatla ilişkilendirilebilmeyi desteklediği, daha kolay çizimler yapma ve keşfetme fırsatı verdiği belirlenmiştir.
... Unlike the traditional way of learning in which the content and the ways of its adoption are the same for all pupils, the ECS, provides the opportunity for a pupil to determine how many times he will learn and whether he will indeed "visit" certain segments and provide for the application of different techniques of work, learning and solving tasks which correspond to the possibilities and the pace of progress of the individual student. Many researches (Baki & Çakıroğlu, 2011;Baki, Kösa & Güven, 2011;Barkatsas, Kasimatis & Gialamas, 2009;Birgin et al., 2008;Erbas & Yenmez, 2011;Gübü & Birgin, 2012;Işıksal & Aşkar, 2005;Özdemir, Tektaş & Egelioğlu, 2010;Pilli & Aksu, 2013;Tabuk, 2003;Tjaden & Martin, 1995;Tutak & Birgin, 2008;Ubuz, Ustun & Erbas, 2009;Qing & Xin, 2010;Yıldız, 2009) according to Birgin, Bozkurt, Gürel and Duru (2015), have proven that computer-assisted teaching has a positive impact on the students' achievements and when it comes to mathematical concepts. ...
The paper examines the empirically verified effect (parallel group experiment) of the application of the software form of integration and individualization of teaching of natural and mathematical knowledge in relation to traditional teaching, for example, the teaching sub-themes Cultivated habitats and life communities, and Equations with addition, subtraction, multiplication and division in the set N (the natural numbers) and N0 (the natural numbers plus the neutral element 0). The sample consisted of 250 pupils aged 10 to 11 years: 125 in the experimental group and 125 in the control group. The data were processed by statistical procedures and displayed in textual and graphical ways. The statistical analysis of the data obtained from the research has been achieved by the SPSS 17.0 software package, wherein the arithmetic mean, standard deviation, a t-test. Statistical indicators have confirmed the assumptions that the software form of integration and individualization contributes to more efficient and easier acquiring of knowledge, raising the quality and quantity of students' knowledge and increasing the interest in studying content in the teaching of Knowledge of Nature and Mathematics, and as such points to a preferred model of teaching and learning.
... The change in perceptions toward mathematics learning was positive for the students in the experimental group, whereas the change in perceptions toward mathematics learning showed a small decrease in the control group. Previous experimental studies in the field have also argued that mathematics education integrated with computer-assisted technologies positively increased students' perceptions toward mathematics learning (Afari, Aldridge, Fraser, & Khine, 2013;Birgin, Bozkurt, Gürel, & Duru, 2015;McLaren et al., 2017;Pilli & Aksu, 2013;Soliman & Hilal, 2016). One reason to use computer-assisted software may be that it motivates students, as investing mental effort in instructional materials on a computer is seen as more "fun" than doing regular schoolwork (Kuiper & de Pater-Sneep, 2014;Yung & Paas, 2015). ...
This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.
... Literatür incelendiğinde eğitim ortamlarında dijital rozet kullanımına yönelik öğrenci görüşleri ve literatür taramalarını ele alan araştırmaların (Yıldırım vd.., 2014;Güler, 2015) olmasına rağmen öğretmenlerin bu konuda görüşlerini ele alan bilimsel araştırmaların oldukça sınırlı olduğu görülmektedir. Bu sebeple dijital rozetlerin öğrenme süreçlerine etkisi ve öğretmenlerin bu elektronik belgelendirme yapısına yönelik görüşlerinin belirlenmesi oldukça önemlidir. ...
