The effect of instruction with problem posing on tenth grade students' probability achievement and attitudes toward probability

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2005

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Demir, Barış Burçin

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The purpose of the study was to investigate the effects of instruction with problem posing on tenth grade students̕ probability achievement and attitudes towards probability. The study was conducted in Nallıhan-Ankara with a total of 82 tenth grade students who were enrolled in one Public High School and one Anatolian High School. Twenty-seven of the subjects received instruction with Problem Posing (PPI), and fifty-five of the subjects received instruction with Traditional Method (TM). The following measuring instruments were used to collect data: Probability Attitude Scale (PAS), Probability Achievement Test (PAT) and Mathematics Attitude Scale (MAS). The PAS and MAS were administered as both pre and post-tests. The PAT was administered as post-test. In addition, students̕ overall academic year of 2004-2005 Mathematics and Turkish course grades were collected from the school administration in order to interpret the effects of those grades on students̕ probability achievement. The results of the study indicated that: There was a statistically significant difference between the mean scores of students received instruction with problem posing and those received instruction with traditional method in terms of probability achievement, attitudes toward probability and mathematics in the favor of PPI.

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http://etd.lib.metu.edu.tr/upload/12606884/index.pdf
https://hdl.handle.net/11511/15535

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

B. B. Demir, “The effect of instruction with problem posing on tenth grade students’ probability achievement and attitudes toward probability,” M.S. - Master of Science, Middle East Technical University, 2005.