Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles

Bilal Özçakır; Cahit Aytekin; Bülent Altunkaya; Bekir Kürşat Doruk

doi:10.17275/per.15.22.2.3

EN

Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles

Abstract

In this study, we administrated dynamic geometry activities which provide students opportunities to explore and estimate geometric figures to connect measurement estimation with geometry. The aim of the study is to investigate effects of using dynamic geometry activities on eighth graders’ achievement levels and estimation performances in triangles. The study was designed a quantitative research design. A pretest – posttest experimental study was employed to investigate using dynamic geometry activities on eighth grade students’ achievement level and estimation performance in triangles. Participants were 63 eighth graders. The participants’ ages vary between 13 and 14 years. Since the school is a public school, it contains students at nearly every socio-economic level. Experimental group consists of 32 students and comparison group consists of 31 students. Dynamic geometry supported instruction and traditional instruction methods were used in experimental and comparison groups, respectively. The results revealed that teaching triangles with instruction supported by dynamic geometry activities increased eighth graders’ performance in triangles. In addition, the instruction supported by dynamic geometry activities had significant effects on eighth graders’ estimation performances in triangles. Using dynamic geometry activities provides students experiences about conceptual bases of the relations in triangles. Therefore, students who take a dynamic geometry instruction make better estimations than those who did not take.

Keywords

dynamic geometry software,GeoGebra,achievement in triangles,estimation in triangles

Supporting Institution

Ahi Evran University,

Project Number

PYO-EGF.4001.13.003.

References

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Bilal Özçakır ^*
Türkiye

Cahit Aytekin
Türkiye

Bülent Altunkaya
Türkiye

Bekir Kürşat Doruk
Türkiye

Publication Date

October 1, 2015

Submission Date

August 27, 2015

Acceptance Date

October 19, 2015

Published in Issue

Year 2015 Volume: 2 Number: 3

DOI

https://doi.org/10.17275/per.15.22.2.3

IZ

https://izlik.org/JA35JL97JR

APA

Özçakır, B., Aytekin, C., Altunkaya, B., & Doruk, B. K. (2015). Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles. Participatory Educational Research, 2(3), 43-54. https://doi.org/10.17275/per.15.22.2.3

AMA

1.Özçakır B, Aytekin C, Altunkaya B, Doruk BK. Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles. PER. 2015;2(3):43-54. doi:10.17275/per.15.22.2.3

Chicago

Özçakır, Bilal, Cahit Aytekin, Bülent Altunkaya, and Bekir Kürşat Doruk. 2015. “Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles”. Participatory Educational Research 2 (3): 43-54. https://doi.org/10.17275/per.15.22.2.3.

EndNote

Özçakır B, Aytekin C, Altunkaya B, Doruk BK (October 1, 2015) Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles. Participatory Educational Research 2 3 43–54.

IEEE

[1]B. Özçakır, C. Aytekin, B. Altunkaya, and B. K. Doruk, “Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles”, PER, vol. 2, no. 3, pp. 43–54, Oct. 2015, doi: 10.17275/per.15.22.2.3.

ISNAD

Özçakır, Bilal - Aytekin, Cahit - Altunkaya, Bülent - Doruk, Bekir Kürşat. “Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles”. Participatory Educational Research 2/3 (October 1, 2015): 43-54. https://doi.org/10.17275/per.15.22.2.3.

JAMA

1.Özçakır B, Aytekin C, Altunkaya B, Doruk BK. Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles. PER. 2015;2:43–54.

MLA

Özçakır, Bilal, et al. “Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles”. Participatory Educational Research, vol. 2, no. 3, Oct. 2015, pp. 43-54, doi:10.17275/per.15.22.2.3.

Vancouver

1.Bilal Özçakır, Cahit Aytekin, Bülent Altunkaya, Bekir Kürşat Doruk. Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles. PER. 2015 Oct. 1;2(3):43-54. doi:10.17275/per.15.22.2.3