The Effect of Using Web 2.0 Tools in Algebra Teaching on Student Success and Attitude

Yıl 2023, Cilt: 7 Sayı: 14, 416 - 425, 31.07.2023

Buşra Nayıroğlu , Tayfun Tutak

https://doi.org/10.31458/iejes.1270732

Cited By: 1

Öz

This study it is aimed to examine the effect of using web 2.0 tools in algebra teaching on student achievement and attitude. The research was carried out with 42 students studying in the 6th grade of a public secondary school in Rize in the second term of the 2022-2023 academic year. In the study, in which an unequal quasi-experimental design with the pretest-posttest experiment-control group was used, there were 22 students in the experimental group and 20 students in the control group. In the study, quantitative and qualitative research designs were used together. “Algebraic Expressions Achievement Test (CIBT)” developed by Okuducu (2020) and “Attitude Scale Towards Mathematics Lesson (MDKTÖ)” developed by Baykul (1990) were used as data collection tools. In addition, the “Semi-Structured Interview Form” developed by the researchers was used. While the lesson plan containing learning activities supported by web 2.0 tools was applied to the experimental group, no intervention was made in the control group. CIBT and MDKTÖ were applied to these groups as a pre-test before the application and as a post-test after the application. In addition, at the end of each web 2.0 tools activity, the experimental group students were given opinion forms and their thoughts were taken. As a result of the statistical studies, it was concluded that the use of web 2.0 tools in algebra teaching contributed positively to the academic success of the students and positively affected the students' attitudes in mathematics teaching. In addition, when we look at the results of the semi-structured interview forms, it is concluded that algebra teaching, which is processed with web 2.0 tools, is more fun, increases interest and motivation and is permanent.

Anahtar Kelimeler

Algebra teaching, web 2.0 tools, success, attitude

Kaynakça

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet And Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
• Alp, Y. & Kaleci, D. (2018). Student opinions on the use of videos on youtube as educational material. International Journal of Active Learning, 3(1), 57-68.
• Altun, M. (2016). Teaching mathematics in secondary schools (5th, 6th, 7th and 8th grades). Bursa: Aktüel Publishing.
• Atıcı, B. & Yıldırım, S. (2010, February).The effect of web 2.0 applications on e-learning. Academic Informatics 10, XII. Academic Informatics Conference Papers, 10-12 February, Muğla Universty.
• Baki, A. (2002). Computer aided mathematics for learners and teachers. İstanbul: TÜBİTAK / Bitav-Ceren Publishing,
• Baykul, Y. (1990), Changes in attitudes towards mathematics and science courses from the fifth grade of primary school to the final years of high school and equivalent schools and success in the student placement exam and some factors considered to be related. Ankara: ÖSYM Publishing.
• Bolatlı, Z. & Korucu, A. T. (2018). Secondary school students’ feedback on course processing and collaborative learning with Web 2.0 tools-supported STEM activities. Bartin University Journal of the Faculty of Education, 7(2), 456-478. https://doi.org/10.14686/buefad.358488
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, 342 p, United States of America.
• Deperlioglu, Ö., & Köse, U. (2010). The effects of web 2.0 technologies on education and an exemplary learning experience. Academic Informatics Conference Papers, Muğla Üniversitesi, 10-12 February, Muğla, 337-342.
• Efe-Aslan H. A., Söylemez-Hak, N., Oral, B., & Efe, R. (2014). Web 2.0 usage frequency of secondary school science and mathematics teacher candidates. Electronic Journal of Education Sciences, 3(5), 31-42.
• Elçiçek, M. & Erdemci, H. (2021). Investigation of 21st-century competencies and e-learning readiness of higher education students on the verge of digital transformation. Journal of Computer and Education Research, 9 (17) , 80-101. https://doi.org/10.18009/jcer.835877
• Gün-Şahin, Z. & Gürbüz, R. (2022). Investigation of short film supported mathematics teaching in terms of values education. Journal of Computer and Education Research, 10 (20), 452-480. 80. https://doi.org/10.18009/jcer.1115977
• Hangül, T. & Üzel, D. (2010). The effect of computer-assisted instruction (BDÖ) on student attitudes in 8th grade mathematics teaching and students’ opinions about BDÖ. Necatibey Faculty of Education Journal of Electronic Science and Mathematics Education, 4(2), 154-176.
• Kibar, Z. (2006). The effect of highly interactive CDI software on student achievement in primary school science teaching. Unpublished Master’s Thesis, Dokuz Eylul University Institute of Educational Sciences, Izmir].
• Kilit, B. & Güner, P. (2021). Opinions of mathematics teachers on web-based distance education in mathematics lessons. Anemon Muş Alparslan University Journal of Social Sciences, 9 (1) , 85-102. https://doi.org/10.18506/anemon.803167
• Kutluca, T. (2017). Views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons. European Journal of Educational Research, 6 (3), 321-330.
• Kükey, E., Aslaner, R. & Tutak, T. (2019). Investigation of problem solving strategies used by secondary school students for the assumption component of mathematical thinking. Journal of Computer and Education Research, 7 (13), 146-170. https://doi.org/10.18009/jcer.535610
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A method sourcebook. CA, US: Sage Publications.
• Okuducu, A. (2020). The effect of Scratch assisted mathematics teaching on the academic achievement and attitudes of 6th grade students about algebraic expressions. Unpublished Master’s Thesis, Ağrı İbrahim Çeçen University, Institute of Science and Technology, Ağrı].
• Orhan, D., Kurt, A. A., Ozan, Ş., Vural, S. S., & Türkan, F. (2014). An overview of national educational technology standards. Karaelmas Journal of Edecational Sciences, 2(1), 65-79.
• Özüsağlam, E. (2007). Web-based mathematics teaching and lecture presentation example. Pamukkale University Jounal of Faculty Education, 21(21), 33-43.
• Sarı, S. (2012). The effect of teaching the topic of algebraic expressions and equations in 7th grade with a method supported by metacognition on conceptual and operational learning. Unpublished Master’s Thesis, Hacettepe University Institute of Social Sciences, Ankara.
• Soydaş-Çakır, H. & Akyazı, E. (2021). Interaction ıncreasing factors: research on e-learning content design. International e-Journal of Educational Studies, 5 (9), 25-40.
• Tüysüz, C. & Aydın, H. (2007). The effect of web-based learning on the attitudes of primary school students. Pamukkale University Jounal of Faculty Education, 2(22), 73-84
• Tüysüz, C., & Çümen, V. (2016). Opinions of secondary school students about eba course website. Uşak University Journal of Social Sciences, 9(3), 278-296.
• Yemen, S. (2009). The effect of technology supported ınstruction on the achievement and attitudes of the students in the 8th grade analytical geometry teaching in primary education. Unpublished Doctoral Thesis, DEU Institute of Educational Sciences, İzmir.