Abstract:

The purpose of this research is to determine the effect of mobile application-based instruction in distance education period on students' self-efficacy, belief perceptions and attitudes towards technology. The study was carried out with a quasi-experimental research design utilizing a pretest-posttest control group. Students in the seventh grade from a public secondary school in Central Anatolia participated in the study in which the students were given the Self-Efficacy Scale for Geometry, the Belief Scale for Geometry, and the Attitude Scale for Technology. Data obtained from measurement tools were then analyzed with t-tests for independent samples as well as t-tests for dependent samples. The study's findings revealed a substantial difference between the experimental and control groups' students' attitudes toward technology, ideas about geometry, and self-efficacy in said areas. The usage of various mobile applications in the instruction of mathematics has been recommended in light of the results found.

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