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Bu çalışmanın amacı, GeoGebra destekli matematik öğretiminin 6. sınıf öğrencilerinin alan ve hacim ölçme konularındaki akademik başarılarındaki rolünü incelemektir. Bu çalışmada, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma, 2017-2018 eğitim öğretim yılının II. döneminde Afyonkarahisar ilinde bulunan bir devlet okulunda gerçekleştirilmiştir. Araştırmaya katılan üç sınıftan iki tanesi deney ve bir tanesi kontrol grubu olarak seçkisiz belirlenmiştir. Her bir grupta 21 öğrenci araştırmaya katılmıştır. Çalışmada deney I ve deney II grubunda GeoGebra destekli matematik öğretimine göre, kontrol grubunda ise ders kitabına dayalı olarak dersler işlenmiştir. Çalışmanın verileri akademik başarı testi ile toplanmıştır. Çalışma altı hafta sürmüştür ve toplanan veriler uygun istatistik yöntemler kullanılarak analiz edilmiştir. Çalışmaya başlamadan önce grupların denklikleri başarı testine göre kontrol edilmiştir. Araştırmadan elde edilen verilerin analizi sonucunda, her bir grupta uygulanan öğretim yönteminin öğrencilerin başarılarını son test lehine anlamlı bir şekilde geliştirdiği gözlenmiştir. Deney I, deney II ve kontrol gruplarının son test başarı testi puanlarının karşılaştırılmasından elde edilen sonuçlara göre, deney I grubu ile deney II grubunun kontrol grubundan daha başarılı oldukları görülmüştür. Bu sonuçlara göre GeoGebra destekli matematik öğretiminin öğrencilerin alan ve hacim ölçme konularındaki başarılarını artırmada etkili bir yöntem olduğu söylenebilir.
The aim of this study is to explore the role of GeoGebra-backed mathematics teaching in the academic achievements of 6th-class students in field and volume measurement subjects. In this study, a semi-experimental pattern with the front-test-final test control group was used. Research, 2017-2018 educational academic year II. It was held at a state school in Afyonkarahisar. Two of the three classes involved in the study were selectively identified as a experimental and one as a control group. 21 students in each group participated in the study. In the study, the experiment I and the experiment II group, according to the mathematics teaching supported by GeoGebra, and in the control group, the courses were processed based on the curriculum. The results of the study are collected by an academic success test. The study lasted six weeks and the data collected was analyzed using appropriate statistical methods. Before starting the study, the equations of the groups were checked according to the success test. As a result of the analysis of the data obtained from the research, it was observed that the teaching method applied in each group significantly improved the success of students in favour of the final test. According to the results obtained from the comparison of the test I, test II and test group’s final test success score, they were more successful than the test group I and test group II. According to these findings, GeoGebra-backed mathematics teaching can be said to be an effective method in increasing students’ success in field and volume measurement subjects.
The aim of this study was to examine the role of GeoGebra- assisted mathematics teaching on 6th grade students' academic achievement in area and volume measurement subject. In this research, quasi-experimental design, pre-test and post-test control group, was used. This study was carried out in the second term of 2017/2018 academic year, with the students in a public school in Afyonkarahisar. Two classes were randomly selected as experimental group and one class was randomly selected as control group. Each of the three groups were consisted of 21 students. In the study, GeoGebra assisted mathematics teaching was applied to the experimental group I and II, and textbook‐based instruction was applied to the control group. The data were gathered by achievement test. The study lasted six weeks and the data were analyzed by using appropriate statistical techniques. Before the study, equivalence of the groups was checked in terms of the achievement test. As a result of the analysis, it was determined that the teaching method applied in each group significantly improved the students' achievement scores in favor of the post-test. According to the results obtained by comparing the post tests, experiment group I and the experiment group II were found to be more successful than the control group. According to these results, it can be said that GeoGebra assisted mathematics teaching is an effective method to increase students’ achievement scores in the area and volume measurement subject.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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