Özet:

In this research, effects of traditional teaching and computer assisted teaching methods on student achievements were studied on fractions teaching for math lessons on 112 4 grade primary school students. During the experiment; control group learned with traditional teaching (TT), experiment 1 group learned with classroom-based computer assisted teaching (CBCAT), the experiment 2 group and the experiment 3 group studied in the same class learned with stand-alone computer assisted learning (SACAL), experiment 2 group students studied the Fractions Teaching CD (FTC) completely and experimental 3 group students did not study FTC completely. There were 4 groups in 3 different classes in the study. During the 5 weeks teaching process; FTC evolved by researcher was used in experiment groups and pretest-posttest control grouped experimental design was used. According to results, TT, CBCAT and SACAL methods were successful on students’ achievement of teaching fractions in 4 grade. In comparisons of these three methods, no significant difference was detected (p < .05). However, it can be said that SACAL was more effective than other two methods. At the end of the study teachers’ views gathered about FTC. Teachers stated positive views on teaching lesson with FTC

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