The Effect of Geometry Teaching Designed with the Developed Mobile Application on the Academic Achievement of the Students

Yıl 2022, Cilt: 16 Sayı: 1, 227 - 245, 30.06.2022

Sevinç Taş , Ayşe Yavuz

https://doi.org/10.17522/balikesirnef.1118092

Cited By: 1

Öz

In order to ensure active participation of students in the lessons during distance education period, different learning tools were sought. For this purpose, within framework of the ADDIE design model, it was desired to develop a mobile application called GeoHepta to be used in learning the 7th grade mathematics course Geometry and Measurement learning field subjects. The study was carried out in the distance education process with 7th grade students in the 2020-2021 academic year. The research was carried out with a quasi-experimental design. In the study, "Geometry and Measurement Learning Field Achievement Test" was used. As a result of the research, a significant difference was reached between the post-test scores of the students in the experimental group, in which the mobile application-supported teaching was implemented, and the control group students, in which the textbook-based teaching was implemented. While there was a significant difference between the pre-test post-test scores of the experimental group students, there was no significant difference between the pre-test post-test scores of the control group students.

Anahtar Kelimeler

geometry education, mathematics achievement, ADDIE design model, mobile learning, distance education

Kaynakça

• Aktaş, M., Bulut, G. G., & Aktaş, B. K. (2018). Dört işleme yönelik geliştirilen mobil oyunun 6. sınıf öğrencilerinin zihinden işlem yapma becerisine etkisi [The effect of the mobile game developed for four operations on the mental processing skills of 6th grade students]. JRES, 5 (2), 90-100.
• Arkün, S., & Akkoyunlu, B. (2008). A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment. Interactive Educational Multimedia, Number 17 (October, 2008), pp. 1-19.
• Bacanlı, H. (2006). Duyuşsal davranış eğitimi [Affective behavior training]. Ankara: Nobel Yayın Dağıtım.
• Berigel, D. S. (2017). Teknoloji destekli matematik öğrenme ortamlarının işitme engelli öğrencilerin matematik becerilerine etkilerinin incelenmesi [Investigation of the effects of technology supported mathematics learning environments on the mathematics skills of hearing impaired students]. Doktora Tezi [Doctoral Thesis], Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
• Berberoğlu, R. (2020). Mobil öğrenmeye dayalı uygulamaların öğrencilerin fen bilimleri dersindeki akademik başarı, tutum, motivasyon ve mobil öğrenmeye yönelik tutumlarına etkisi [The effect of mobile learning-based applications on students' academic achievement, attitude, motivation and attitudes towards mobile learning in science lessons]. Yüksek Lisans Tezi [Master Thesis], Uşak Üniversitesi.
• Branch, R. M. (2016). Öğretim tasarımı: ADDIE yaklaşımı [Instructional design: ADDIE approach] (İ. Varank, Çev Ed.). Eğitim Yayınevi: Konya.
• Burmabıyık, A. (2014). Geometrik cisimlerin öğretimi için geliştirilen 3 boyutlu mobil uygulamalar hakkında öğrenci ve öğretmen görüşleri [Student and teacher opinions about 3D mobile applications developed for teaching geometric objects]. Yüksek Lisans Tezi [Master Thesis], Balıkesir üniversitesi.
• Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem Akademi.
• Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. Berge and L. Muilenburg (Eds.), Handbook of mobile learning (pp 3-14), New York, NY: Routledge.
• Çetinkaya, L. (2019). Mobil uygulamalar aracılığıyla probleme dayalı matematik öğretiminin başarıya etkisi [The effect of problem-based mathematics teaching on success through mobile applications]. Eğitim ve Bilim, 44 (197). 65-84.
• Desai, S. P., & Lele, V. (2017). Correlating internet, social networks and workplace- a case of generation Z students. Journal of Commerce & Management Thought, 8 (4), 802–815. doi:10.5958/ 0976- 478X.2017.00050.7
• Dick, W., Carey, L., & Carey, J. O. (1996). The Systematic Design of Instruction. (4th Ed.). New York: Harper Collins College Publishers.
• Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Educational Techonology Research and Development, 66, 1119–1139. https://doi.org/10.1007/s11423-018-9580-3
• Gök, M. (2020). A Mobile game experience of pre-service elementary teachers: the fundamental theorem of arithmetic. Journal of Computer and Education Research Year, 8(15), 41-74.
• Kazu, İ. Y., Aral, H., & Mertoğlu, B. (2016). Fatih projesi tabletleri ile oluşturulan etkileşimli sınıf ortamının öğrencilerin akademik başarılarına ve derse katılım motivasyonlarına etkisi. In president of the symposium (p. 155).
• Karakış, H., Karamete, A., & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the assure instructional design and the ARCS model of motivation, on students' achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
• Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction. New Merrilll: New Jersey.
• Kestel, S. (2020). Çevrimiçi Öğrenme Ortamı (Moodle) ile Harmanlanmış Öğretimin Hemşirelik Süreci Öğrenimine Etkisi [The Effect of Blended Teaching with Online Learning Environment (Moodle) on Nursing Process Learning]. Hacettepe Üniversitesi, Doktora Tezi.
• Koparan, T., & Kaleli Yılmaz, G. (2020). Matematik Öğretmeni Adaylarının Mobil Öğrenme ile Desteklenen Öğrenme Ortamına Yönelik Görüşleri [The Opinions of Pre-service Mathematics Teachers on the Learning Environment Supported by Mobile Learning]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33 (1), 109-128.
• Meriçelli, M., & Uluyol, Ç. (2016). Web ve mobil destekli harmanlanmış öğrenme ortamlarının öğrencilerin motivasyon ve akademik başarılarına etkisi [The effect of web and mobile supported blended learning environments on students' motivation and academic achievement]. Electronic Turkish Studies, 11 (9).
• Ocak, M. A. (2015). Öğretim Tasarımı Kuramlar, Modeller ve Uygulamalar [Instructional Design Theories, Models and Practices]. Ankara: Anı Yayıncılık.
• Özdemir, E., & Uyangör, M. S. (2011). Matematik eğitimi için bir öğretim tasarımı modeli [An instructional design model for mathematics education], e-Journal of New World Sciences Academy. 6 (2), 1786-1796.
• Richey, R. (1986). The theoretical and conceptual bases of instructional design. NY: Nicols Publishing.
• Seels, B., & Glasgow, Z. (1998). Making instructional design decisions. New Jersey: Printice Hall.
• Semetzidis, K. (2013). Mobile application development to enhanced higher education. Masters Thesis, University of NewYork.
• Sincuba, M. C., & John, M. (2017). An exploration of learners’ attitudes towards mobile learning technology-based ınstruction module and its use in mathematics education. International Electronic Journal of Mathematics Education, 12 (3), 845-858.
• Sönmez, A. (2018). Mobil öğrenme uygulamalarının öğrencilerin kimya dersi kimya her yerde ünitesindeki akademik başarılarına, çevreye ve mobil öğrenmeye yönelik tutumlarına etkisi [The effect of mobile learning applications on students' academic achievement in the chemistry lesson chemistry everywhere unit, their attitudes towards the environment and mobile learning]. Yüksek Lisans Tezi [Master Thesis], Kahramanmaraş Sütçü İmam Üniversitesi.
• Supandi, Ariyanto, L., Kusumaningsih, W., & Aini, A, N. (2018). Mobile phone application for mathematics learning. Journal of Physics: Conference Series, 983 (1), 1-5, doi:10.1088/1742-6596/983/1/012106
• Wahab, A. R., Abdullah H. A., Mokhtar, M., Atan, A. A., & Abu, M. S. (2017). Evaluation by Experts and Designated Users on the Learning Strategy using SketchUp Make for Elevating Visual Spatial Skills and Geometry Thinking. Bolema, Rio Claro (SP), 31 (58), p. 819-840. DOI: http://dx.doi.org/10.1590/1980-4415v31n58a15
• Wood, T.A., Brown, K., & Grayson, M. (2017). Faculty students perceptions of plickers. ASEE Zone II Conference, 2-5 March 2017, Puerto Rico.
• Yıldız, Y. (2020). Ortaokul öğrencilerinin matematik öğreniminde mobil öğrenme kabullerinin incelenmesi [Analysis of mobile learning acceptances in mathematics learning of secondary school students]. Yüksek Lisans Tezi [Master Thesis], Balıkesir Üniversitesi.
• Yıldız, B., & Koçak Usluel, Y. (2016). A model proposal on ICT integration for effective mathematics instruction, Hacettepe University Journal of Education, 31 (1), 14-33. DOI: 10.16986/HUJE.2015013971
• Yılmaz, H., & Sünbül, A. M. (2003). Öğretimde planlama ve değerlendirme. Konya: Çizgi Yayınları.
• Zengin, Y., Bars, M., & Şimşek, Ö. (2017). Matematik öğretiminin biçimlendirici değerlendirme sürecinde Kahoot! ve Plickers uygulamalarının incelenmesi [Investigation of Using Kahoot! and Plickers in Formative Evaluation Process in Mathematics Teaching]. Ege Eğitim Dergisi, 18(2), 602-626.