Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry

Date

2019-05-19

Author

Kandil, Semanur
Işıksal-Bostan, Mine

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of the study was to investigate the effect of inquiry-based instruction enriched with origami activities on 7th grade students' achievement in reflection symmetry and self-efficacy in geometry. Two classes, instructed by the first author of the paper, were randomly assigned as experimental and control groups. In order to gather data, participants were administered Reflection Symmetry Achievement Test, and Geometry Self-Efficacy Scale as pre-test and post-test. The Analysis of Covariance was performed in order to answer the research questions. Moreover, five participants were interviewed to examine self-efficacy sources which are determinant of the change in self-efficacy levels. Findings revealed that the inquiry-based instruction enriched with origami activities had a significantly positive effect on students' achievement in reflection symmetry and self-efficacy in geometry. Interviews showed that all four sources were influenced by the intervention.

Subject Keywords

Inquiry-based instruction, Origami, Reflection symmetry, Geometry self-efficacy

URI

https://hdl.handle.net/11511/32548

Journal

International Journal of Mathematical Education in Science and Technology

DOI

https://doi.org/10.1080/0020739x.2018.1527407

Collections

Graduate School of Social Sciences, Article

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Citation Formats

S. Kandil and M. Işıksal-Bostan, “Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry,” International Journal of Mathematical Education in Science and Technology, pp. 557–576, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/32548.