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The aim of this study is to examine the effect on the success of the students “Bisector and Median correspond at a point in a triangle” findings stated within Geometry course curriculum by using computer assisted teaching program Dynamic Geometer’s Sketchpad. During this study quasi experimental design was used on preliminary and posttest groups. This research was conducted on twenty five 10th grade students studying Computer Information Systems (CIS) at Technical and Vocational High School. “A Success Test” consisting of 12 questions which had been previously formed through the observations of specialized teachers was used as preliminary and posttests. Each group was chosen without any meaningful difference between preliminary test results gathered. Two groups were formed due to preliminary test results: an experiment group T-10 class (13 students) and a control group A10A (12 students). It was targeted to access findings developed by Dynamic Geometer’s Sketchpad programmed in the experiment group but the control group wasn’t intervened. An independent sample ttest on pair comparison was used among different groups paired samples t-test was used on pair comparison among same groups. Findings achieved during the study revealed that Dynamic Geometer’s Sketchpad was more effective on students’ success than traditional teaching methods. A meaningful difference on behalf of the experiment group was determined within the independent sample t-test Bu çalışma 26.06.2013 tarihinde Trabzon’da düzenlenen “1st International Technologies and Teacher Education Symposium (ITTES)”de sözlü bildiri olarak sunulmuştur.Yrd. Doç. Dr., Giresun Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Matematik Eğitimi ABDGiresun/Türkiye. [email protected] Öğretmeni, Bulancak Teknik ve Endüstri Meslek Lisesi. [email protected] son test başarı puanları için yapılan bağımsız t-testinde deney grubu lehine istatistiksel olarak anlamlı bir fark olduğu saptanmıştır [t(23)=3.176, p< .05]. Bu bulgu, deney grubunda işlenen Dinamik Geometri Yazılımı Geometer’s Sketchpad kullanımının kontrol grubunda işlenen geleneksel öğretime göre öğrenci başarısını artırmada daha etkili olduğunu göstermektedir.
The aim of this study is to examine the effect on the success of the students "Bisector and Median correspond at a point in a triangle" findings stated within Geometry course curriculum by using computer assisted teaching program Dynamic Geometer's Sketchpad. During this study quasi experimental design was used on preliminary and posttest groups. This research was conducted on twenty five 10th grade students studying Computer Information Systems (CIS) at Technical and Vocational High School. "A Success Test" consisting of 12 questions which had been previously formed through the observations of specialized teachers was used as preliminary and posttests. Each group was chosen without any meaningful difference between preliminary test results collected. Two groups were formed due to preliminary test results: an experiment group T-10 class (13 students) and a control group A10A (12 students). It was targeted to access findings developed by Dynamic Geometer's Sketchpad programmed in the experiment group but the control group wasn't intervened. An independent sample ttest on pair comparison was used among different groups paired samples t-test was used on pair comparison among the same groups. Findings achieved during the study revealed that Dynamic Geometer's Sketchpad was more effective on students' success than traditional teaching methods. A meaningful difference on behalf of the experiment group was determined within the independent sample t-test This study 26.06. It was presented as a verbal statement at the "1st International Technologies and Teacher Education Symposium (ITTES)" held in 2013 in Trabzon. and do. Dr. Giresun University, Faculty of Education, Department of Primary Education, Mathematics Education USAGiresun/Turkey. [email protected] Teacher, Bulancak Technical and Industrial Professional High School. [email protected] found that in the independent t-test for the last test success score there was a statistically meaningful difference in favour of the test group [t(23)=3.176, p< .05]. This finding shows that the use of the Dynamic Geometry Software processed in the experimental group Geometer's Sketchpad is more effective in increasing student success than the traditional teaching processed in the control group.
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