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

Download
index.pdf
2010
Yağcı, Fatmagül
Show full item record
352
views
141
downloads
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.
Elementary or public school education.
http://etd.lib.metu.edu.tr/upload/12612615/index.pdf
https://hdl.handle.net/11511/19855
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

The effect of problem-based learning on the elementary students' achievement in genetics
Araz, Gülsüm; Sungur, Semra; Department of Elementary Science and Mathematics Education (2007)
The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students’ academic achievement and performance skills in the unit of genetics after controlling for students’ prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as...
Investigation of pre-service elementary mathematics teachers’ self-efficacy beliefs about using concrete models in teaching mathematics
Pişkin, Mutlu; Çakıroğlu, Erdinç; Bulut, Safure; Department of Educational Sciences (2010)
The main purpose of the study was to investigate pre-service elementary mathematics teachers’ personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried ...
The effect of instruction with analogy-enhanced model on ninth grade students' function achievement and attitudes toward mathematics
Akman, Caner; Bulut, Safure; Department of Secondary Science and Mathematics Education (2005)
This study was conducted to investigate the effect of analogy-enhanced instruction on students̕ achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The fo...
The effects of drama based instruction on seventh grade students' geometry achievement, van hiele geometric thinking levels, attitude toward mathematics and geometry
Duatepe, Asuman; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2004)
The aims of this study were to investigate the effects of drama based instruction on seventh grade students̕ achievement on geometry (angles and polygons; circle and cylinder), retention of achievement, van Hiele geometric thinking level, attitudes toward mathematics and attitudes toward geometry compared to the traditional teaching; to get the students̕ views related to the effects of drama based instruction on their learning, friendship relations, awareness of themselves, and the role of teacher and stude...
Assessing tenth grade students’ difficulties about kinematics graphs by a three-tier test
Aydın, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2007)
The main purpose of this study was to develop a three-tier test for assessing tenthgrade students’ difficulties about kinematics graphs. In a three-tier test, first tier is classical multiple-choice question, the second tier is also classical multiple-choice question but presents reasons for answers given to the first tier and the third tier asks existence of confidence about the first two tiers. To develop a three-tier test, Turkish translation of the Test of Understanding Graphs in Kinematics (TUG-K) deve...
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.
METU IIS - Integrated Information Service open@metu.edu.tr