The Effects of dynamic geometry use on eighth grade students’ achievement in geometry and attitude towards geometry on triangle topic

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2015
Samur, Halime
The purpose of this study was to investigate the effect of dynamic geometry based computer instruction on eighth grade students’ achievement in geometry, attitudes toward geometry and technology compared to traditional instruction. Moreover, it was aimed to get the students’ ideas about the effects of computer based instruction and to interpret their learning process. The study was quasi-experimental design that includes experimental and control groups. The sample of the study was 36 eighth grade students (18 students in experimental and 18 students in control group) from a public elementary school in Ankara. The study was conducted in the 2012-2013 academic year, lasting 16 lesson hours (four weeks). The data were collected from geometry achievement test, geometry and technology attitude scale. The quantitative analyses were carried out by using independent-samples t-test analyses and correlation analysis. The results revealed that dynamic geometry based computer instruction had a significant effect on students’ achievement in geometry compared to traditional instruction. The results also indicated that dynamic geometry based instruction had a significant effect on students’ attitudes toward geometry and technology compared to traditional instruction. Correlation analysis showed that higher level of 8th grade students’ achievement in geometry associated with higher level of their attitudes towards geometry. Moreover, open ended questions indicated that computers created a dynamic learning environment which supported students’ learning process and developed positive ideas about computer instructions.
Citation Formats
H. Samur, “The Effects of dynamic geometry use on eighth grade students’ achievement in geometry and attitude towards geometry on triangle topic,” M.S. - Master of Science, 2015.