Öz
Kaynakça
- Abalı Öztürk, Y. (2014). Beşinci sınıf matematik dersinde uygulanan alternatif ölçme değerlendirme yöntemlerinin akademik başarı, kalıcılık, özyeterlilik algısı ve tutum üzerine etkisi [The effects of alternative assessment and evaluation methods applied in fifth grade mathematics course on academic achievement, persistence of learning, self-efficacy perception and attitudes], (Unpublished Doctoral Dissertation), Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
- Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596. https://doi.org/10.3102/00346543040004551
Effects of Using Web 2.0 Tools in Mathematics Instruction on Academic Achievement and Attitude and Examination of Relevant Teacher-Student Views
Öz
Purpose: The research mainly aimed to identify the effect of mathematics courses performed with Web 2.0 tools on secondary school students’ mathematical achievements and attitudes towards mathematics and to examine teacher-student views on the process.
Design/Methodology/Approach: The research was designed according to the mixed-method research approach. First, how mathematics courses performed with Web 2.0 tools (Plickers, Kahoot, and Edmodo) affected fifth- and eighth-grade students’ mathematical academic achievements and attitudes towards mathematics was examined, thereafter semi-structured interviews were conducted with the teacher and student views were collected using a written view form. The participants of the study is a mathematics teacher working in a secondary school located in the center of a city in Turkey and 133 students of this teacher.
Findings: Consequently, while mathematics courses using Web 2.0 tools were found to have a positive effect on fifth-grade students’ relevant achievements and attitudes, eighth-grades’ achievements and attitudes did not differ. Moreover it has been determined that teacher and students have generally positive opinions about the process.
Highlights: Future studies can investigate the effectiveness of different Web 2.0 tools in other courses in the long run. In addition, different variables such as attitude towards technology and digital literacy can be investigated. Web 2.0 tools can be introduced to teachers, and preservice teachers, and training can be provided to them.
Anahtar Kelimeler
Web 2.0 tools Mathematics Instruction Attitude Academic achievement Teacher-Student Views
Kaynakça
- Abalı Öztürk, Y. (2014). Beşinci sınıf matematik dersinde uygulanan alternatif ölçme değerlendirme yöntemlerinin akademik başarı, kalıcılık, özyeterlilik algısı ve tutum üzerine etkisi [The effects of alternative assessment and evaluation methods applied in fifth grade mathematics course on academic achievement, persistence of learning, self-efficacy perception and attitudes], (Unpublished Doctoral Dissertation), Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
- Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596. https://doi.org/10.3102/00346543040004551
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Matematik Eğitimi |
| Bölüm | Research Article |
| Yazarlar | |
| Erken Görünüm Tarihi | 27 Ekim 2023 |
| Yayımlanma Tarihi | 29 Ekim 2023 |
| Kabul Tarihi | 26 Eylül 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 31 Sayı: 4 |
