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The Effects of using concrete manipulative and GeoGebra on fifth grade students’ achievement in quadrilaterals

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2017
Dışbudak, Özge
This study aims to examine the effects of activity-based learning using concrete manipulatives, and of activity-based learning using GeoGebra on 5th-grade students’ achievements in quadrilaterals as compared to activity-based learning only. The other purpose is to gain in depth understanding about the effects of used materials (GeoGebra and concrete manipulatives) on students’ explanations on quadrilaterals through conducting interviews. A quasi-experimental mixed method research method was used to examine the related research questions with two experimental groups and one control group. Semi-structured interviews were conducted to gain an in-depth understanding of the ef fects of used materials (GeoGebra and concrete manipulatives) on students’ explanations. This study was implemented in the spring semester of the 2015-2016 academic years in a middle school in Düzce which is located in the West Black Sea Region in Turkey with 60 students whose were 35 girls and 25 boys. The study was carried 14 class hours (3 weeks). The quantitative data was collected from Quadrilateral Achievement Test and to be analyzed by the help of analysis of covariate (ANCOVA). Furthermore, one student was selected from each group according to their being talkative, enthusiastic and successful for interviews to obtain rich data in qualitative part. Both quantitative and qualitative data analysis indicated that using GeoGebra in activity-based learning while learning quadrilaterals had a positive effect on the students’ achievement and enhanced students’ perception.