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Teaching Logarithm by Guided Discovery Learning and Real Life Applications

Çetin, Yücel
The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students̕ mathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students̕ Views and Attitudes About DABI (SVA) and interviews were administered to determine students̕ views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students̕ field of study nor gender was a significant factor for LAT scores. Students̕ gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.