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Bu araştırmanın amacı “Trigonometrik Fonksiyonların Grafiklerini Yorumlama” konusunun dinamik yazılım Geogebra ile tasarlanmış etkinlikler ile öğretiminin 11.sınıf öğrencilerinin akademik başarılarına ve bilgilerinin kalıcılığına etkisini araştırmaktır.
Araştırmada nicel araştırma yöntemlerinden biri olan ön-test son-test kontrol gruplu “yarı deneysel desen” kullanılmıştır. Araştırmanın çalışma grubunu farklı iki şubede öğrenim gören 42 onbirinci sınıf öğrencisi oluşturmuştur. Araştırmada deney ve kontrol grubu seçkisiz atama yoluyla belirlenmiştir. Uygulama sürecinde öğretim, deney grubunda Geogebra ile tasarlanmış etkinlikler ile yapılırken, kontrol grubunda MEB’in belirlediği programa uygun olarak yapılmıştır. Bu çalışmada veri toplama aracı olarak araştırmacı tarafından geliştirilen, trigonometrik fonksiyonların grafiklerini yorumlama konusunda başarı ve kalıcılığa yönelik “trigonometrik fonksiyonların grafiklerini yorumlama başarı testi (TFGYBT)” kullanılmıştır. Araştırmada TFGYBT, uygulama sürecinin öncesinde ön-test, sonrasında son-test ve uygulama bitiminden 20 gün sonra kalıcılık testi olarak uygulanmıştır. Araştırmada elde edilen veriler SPSS-20 programı ile bağımsız örneklemler t-testi kullanılarak analiz edilmiştir.
Bulgular incelendiğinde, deney ve kontrol grubu olarak seçilen araştırma gruplarının uygulama öncesinde akademik açıdan denk oldukları, uygulama sonrasında ise başarı ve kalıcılık açısından deney grubu lehine anlamlı farklılığın oluştuğu tespit edilmiştir.
Bu çalışmadan elde edilen bulgular ışığında dinamik yazılım Geogebra ile tasarlanmış etkinlikler ile yapılan öğretimin trigonometri konusunda öğrenci başarısını ve bilgilerin kalıcılığını arttırdığı söylenebilir. Bu doğrultuda matematik derslerinde Geogebra yazılımının kullanılmasının öğrenci başarısına ve bilgilerin kalıcılığına olumlu yönde etkisi olacağı sonucuna varılabilir.
The purpose of this research is to explore the impact of the theme "Trigonometric Functions Graphics Interpretation" on the academic achievements of 11th grade students and the durability of their knowledge with the activities designed with the dynamic software Geogebra.
The study used a "half-experimental pattern" with a pre-test-on-test control group, which is one of the quantum research methods. The study study group was formed by 42 eleven-class students studying in two different branches. In the research, the experiment and control group was determined through unselective appointment. The teaching in the application process is carried out with events designed with Geogebra in the experimental group, while the control group is carried out in accordance with the program determined by MEB. In this study, the researchers developed the "Test of Success Interpreting the Graphs of Trigonometric Functions (TFGYBT)" for success and durability in interpreting the graphs of trigonometric functions. In the study, TFGYBT was applied as a pre-test before the application process, then last-test and durability test 20 days after the application end. The data obtained in the study was analyzed using independent samples with the SPSS-20 program using the t-test.
When the findings were studied, the research groups selected as the experiment and control group were identified as academically equal before the application, and after the application there were significant differences in the benefit of the experiment group in terms of success and durability.
In light of the findings obtained from this study, it can be said that the teaching with the activities designed with the dynamic software Geogebra increased the student success and the durability of information in the field of trigonometry. In this regard, it can be concluded that the use of Geogebra software in mathematics courses will have a positive impact on student success and the durability of knowledge.
The purpose of this study is to investigate the effect of teaching the subject of “interpreting graps of trigonometric functions” with activities designed dynamic software Geogebra on the academic achievements and permanence of knowledge of 11th grade students.
In the study, one of the quantitative research methods, pre-test post-test control group with a semi-experimental design was used. The study group of the study consisted of 42 eleventh grade students studying in two different classes. In the research, the experimental and control groups weere determined by random assignment. In the application process, while teaching was done with activities designed with Geogebra in the experimental group, it was done in accordance with the program determined by the ministry of Education in the control group. In this study, the achievement test of interpreting the graphs of trigonometric functions (TFGYBT) was used as a data collection tool for the purpose of interpreting the graphs of trigonometric functions developed by the researcher. In the study, TFGYBT was applied as a pre-test before the application process, then as a post-test and a permanent test 20 days after the and of the application. The data obtained in the research were analyzed by using independent samples t-test with SPSS-20 program.
When the findings were examined, it was found that the research groups selected as the research groups selected as the experimental and control groups were academically equivalent before the application and after the application, a significant difference occurred in favor of the experimental group interms of success and permanence.
In the light of the findings acquired through this study, it can be said that teaching with the activities designed with the dynamic software Geogebra enhances the success of students and knowledge permanence of them at trigonomtry. Accordingly, it can be concluded that application of Geogebra software has positive effects on the success of pupils and knowledge permanence in math classes.
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