The effect of instruction with concrete models on eighth grade students' probability achievement and attitudes toward probability

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2010
Yağcı, Fatmagül
The main purpose of the study was to investigate the effect of instruction with concrete models on eighth grade students’ probability achievement and attitudes toward probability. Another aim was to examine students’ views about instruction with concrete models. The study was conducted in a private school in a big city in Central Anatolia Region with 12 eighth grade students. Both quantitative and qualitative research designs were used. The treatment was applied by the mathematics teacher for 4 hours per week throughout 4 weeks. Probability Achievement Test and Probability Attitude Scale were administered to collect data. In order to analyze the data, Friedman and Wilcoxon tests were used. Also, the interview was carried out with 11 students to determine their views about the instruction. It was found that there was a statistically significant change in probability achievement of eighth grade students participated in the instruction with concrete models across three time periods. In other words, it was found that there were statistically significant positive changes in students’ probability achievement from pre-intervention through post-intervention and from pre-intervention through follow-up. It was also found that there was no statistically significant change in students’ probability achievement from post-intervention through follow-up. The results also revealed that there was no statistically significant change in students’ attitudes toward probability across three time periods. Moreover, according to findings of the interview it was determined that most of the students had positive views about the effects of instruction with concrete models on their cognitive processes and on their attitudes toward concrete models and probability lessons.
Citation Formats
F. Yağcı, “The effect of instruction with concrete models on eighth grade students’ probability achievement and attitudes toward probability,” M.S. - Master of Science, Middle East Technical University, 2010.