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The effects of computer based instruction on seventh grade students’ spatial ability, attitudes toward geometry, mathematics and technology

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2008
Boyraz, Şebnem
The aims of this study were to investigate the effects of two different methods of dynamic geometry based computer instruction on seventh grade students’ attitudes towards geometry, attitudes toward mathematic and technology and spatial abilities compared to traditional textbook based instruction and to get the students’ views related to the effects of computer based instruction on their learning. The sample consisted of 57 seventh grade students from a private elementary school in Kayseri. The study was conducted in the 2006-2007 academic year, lasting 14 lesson hours (two weeks). The data were collected through spatial ability test, mathematics and technology attitude scale, geometry attitude scale, and interviews. The quantitative analyses were carried out by using multivariate covariance analyses. The results revealed that two different methods of dynamic geometry based computer instruction didn’t have a significangt effect on students’ spatial abilities compared to traditional textbook based instruction. The results also indicated that two different methods of dynamic geometry based instruction had a significant effect on students’ attitudes toward geometry, mathematics and technology compared to traditional textbook based instruction. The results of the interviews indicated that computers created a dynamic learning environment which supported students’ development and computers also helped students to explore mathematic in a far more meaningful way.