Effects of using manipulatives on seventh grade students' achievement in transformation geometry and orthogonal views of geometric figures

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2014
Enki, Kerim
The purpose of the present study was to investigate the effects of using manipulatives on seventh grade students’ achievement in transformation geometry and orthogonal views of geometric figures. This study also aimed to investigate students’ views about using manipulatives. The study was conducted in one elementary school in Keçiören district of Ankara in the Spring semester of 2012-2013 academic year. The study employed a static group pretest-posttest research design with 73 seventh grade students. Two classes, instructed by the researcher, were randomly assigned as experimental and control groups. Experimental group (EG) students interacted with manipulatives (unit cubes, symmetry mirror, and acetate paper) during the activities and control group (CG) students received regular instruction without using any manipulatives in activities. Achievement Test in Spatial Ability (ATSA), which was prepared by the researcher, was administered to students as pretest and posttest. The results of the Independent Samples T-test showed that there was no statistically significant mean difference between EG and CG. The other findings of the study revealed that most of the students in the experimental group indicated their positive attitude toward using manipulatives in mathematics lessons.
Citation Formats
K. Enki, “Effects of using manipulatives on seventh grade students’ achievement in transformation geometry and orthogonal views of geometric figures,” M.S. - Master of Science, Middle East Technical University, 2014.