The effect of using dynamic geometry software while teaching by guided discovery on students’ geometric thinking levels and achievement

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Date

2008

Author

Toker-Gül, Zerrin

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This study aimed to investigate the effects of using dynamic geometry software while teaching by guided discovery compared to paper-and-pencil based guided discovery and traditional teaching method on sixth grade students’ van Hiele geometric thinking levels and geometry achievement. The study was conducted in one of the private schools in Ankara and lasted six weeks. The sample of the study consisted 47 sixth grade students in the school. The present study was designed as pretest-posttest control group quasi-experimental study.In order to gather data, Geometry Achievement Test (GAT) and Van Hiele Geometric Thinking Level Test (VHL) were used. At the end of the research, the data were analyzed by means of analysis of covariance. The results of the study indicated that there was a significant effect of methods of teaching on means of the collective dependent variables of the sixth grade students’ scores on the POSTVHL after controlling their PREVHL scores, and there was a significant effect of methods of teaching on means of the collective dependent variables of the sixth grade students’ scores on the POSTGAT after controlling their PREGAT scores.

Subject Keywords

Education., Primary Education.

URI

http://etd.lib.metu.edu.tr/upload/3/12609498/index.pdf
https://hdl.handle.net/11511/18244

Collections

Graduate School of Social Sciences, Thesis

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Citation Formats

Z. Toker-Gül, “The effect of using dynamic geometry software while teaching by guided discovery on students’ geometric thinking levels and achievement,” M.S. - Master of Science, Middle East Technical University, 2008.