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Amaç: Bu araştırmada Bilgisayar Destekli Matematik Öğretiminin (BDMÖ)’nün öğrencilerin matematik tutumuna etkisinin incelendiği deneysel çalışmalarda ulaşılan sonuçların meta-analiz yöntemi kullanılarak sentezlenmesi amaçlanmıştır. Yöntem: Araştırmada “Yükseköğretim Kurulu Ulusal Tez Merkezi” veri tabanında yer alan yüksek lisans (YL) ve doktora (DR) tezlerinden araştırmada belirlenen kriterlere uygun 30 deneysel çalışma meta-analize yöntemiyle birleştirilmiştir. Bulgular: BDMÖ’nün matematik tutumu üzerindeki genel etki büyüklüğü değeri rastgele etkiler modeline göre Hedges's g= .539 olarak hesaplanmıştır. BDMÖ’nün matematik tutumu üzerindeki etkisinin yayın yılı aralığı, uygulama süresi, örneklem büyüklüğü, sınıf düzeyi ve yayın türü değişkenlere göre anlamlı düzeyde farklılık göstermediği belirlenmiştir. Sonuçlar ve Öneriler: Araştırmanın sonucunda hesaplanan genel etki büyüklüğü değeri, Thalheimer ve Cook (2002) tarafından yapılan sınıflandırmaya göre BDMÖ’nün matematik tutumu üzerinde orta düzeyde etkiye sahip olduğunu göstermektedir. Bu sonuç dikkate alınarak, araştırmacılar tarafından BDMÖ’nün öğrencilerin matematik tutumu üzerindeki etkisi okul türü, öğrenme alanı, cinsiyet, yapıldığı bölge, uygulamayı yapan kişi, kullanılan bilgisayar programı gibi moderatörler açısından da incelenebilir.
Purpose: This study aims to synthesize the results achieved in experimental studies where the impact of computer-supported mathematics teaching (BDMÖ) on students' mathematical attitude is studied using the meta-analysis method. Method: The research "Higher Education Council's National Thesis Center" is combined with 30 experimental studies met-analysis methods in accordance with the criteria determined in the research from the master's (YL) and doctor's (DR) thesis included in the database. Results: The size of the overall impact on the mathematical attitude of the BMI is calculated as Hedges's g= .539 according to the random impact model. The impact of the BDMÖ on the mathematical attitude has not been determined; the range of publication year, application time, sample size, class level, and the type of publication does not differ significantly according to the variables. Results and Recommendations: The overall impact size value calculated by the study indicates that according to the classification by Thalheimer and Cook (2002) the BMI has a medium impact on the mathematical attitude. Given this outcome, the researchers can also study the impact of BDMÖ on the mathematical attitude of students from the point of view of moderators such as school type, learning area, gender, the area in which it is done, the person who applies, the computer program used.
Purpose: In this study, it was aimed to synthesize the results obtained from experimental studies in which the effect of computer-aided mathematics teaching (CAMT) on the students’ attitude towards mathematical was investigated by using meta-analysis method. Design & Methodology: In the research, 30 experimental studies were included in the meta-analysis according to the criteria determined from the research found in the master's and PhD theses in the “National Thesis Center of Higher Education” database. Findings: The general effect size value of CAMT on mathematics attitude was calculated as Hedges's g= .539 according to random effects model. Investigating the effect of CAMT on mathematics attitude; it was determined that there was no significant difference among the publication year range, application duration, sample size, class level and publication type variables. Implications & Suggestions: The overall effect value calculated as a result of the study shows that CAMT has moderate influence on mathematics attitudes according to the classification made by Thalheimer and Cook (2002). Taking this result into consideration, the effect of CAMT on students' mathematics attitude was determined by researchers; school type, learning area, gender, the region in which it is made, the person performing the application, the computer program used can also be examined in terms of moderators.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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