Özet:

The aim of the research is to examine the effect of computer assisted instruction according to Bruner's cognitive development principles on 3rd grade students' achievement and permanence in the geometry learning field. The study was conducted in fall term of 2015-2016 academic year. The workgroup has consisted of 73 3rd grade students who were studying in a primary school in the Sultanbeyli district of Istanbul. In the research the pre-test-posttest with control group experimental design was used. The geometry achievement test which was developed by the researchers and consist of 19 question were used as a data collection tool. Lessons in the experimental group were committed with activities according to Bruner's cognitive development principles. Also Okulistik and Morpa Kampüs software were used. In the control group the lessons were committed with the methods and techniques in the current program without computer. Data were analyzed with a statistical software package. The Shapiro-Wilk Test, Mann Whitney U-Test for Independent Samples, Wilcoxon Signed Rank Test for Paired Samples and Kruskal Wallis H-Test for Independent Samples test were used for analyzing data. As a result, it was seen that the computer assisted instruction according to Bruner's cognitive development principles have a statistically significant effect on the students’ academic achievement.

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