An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry

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2016
Kandil, Semanur
The purpose of the study is to investigate the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry. The study was conducted during the academic year 2015-2016 and lasted 15 class hours in three weeks. The sample was consisted of 48 seventh grade students in a public middle school in Altındağ district of Ankara. Two classes, instructed by the researcher, were randomly assigned to experimental and control groups. The experimental group students were taught the subject reflection symmetry through inquiry-based instruction method, while the control group students were taught the subject reflection symmetry through regular instruction. In order to gather data, participants were administered Reflection Symmetry Achievement Test (RSAT), Geometry Attitude Scale (GAS) and Geometry Self-Efficacy Scale (GSES) as pretest and posttest. The Analysis of Covariance (ANCOVA) was performed in order to answer the research questions. Results indicated that the inquiry-based based instruction enriched with origami activities had a significant effect on students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry positively compared to the regular instruction. 
Citation Formats
S. Kandil, “An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry,” M.S. - Master of Science, Middle East Technical University, 2016.