View in EDS

Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude

Saved in:
Bibliographic Details
Title: Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude
Language: English
Authors: Kandemir, Mehmi, Demirbag-Keskin, Pelin
Source: International Journal of Research in Education and Science. Win 2019 5(1):203-223.
Availability: International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Peer Reviewed: Y
Page Count: 22
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Descriptors: Graphing Calculators, Problem Solving, Mathematics Achievement, Geometry, Grade 7, Control Groups, Experimental Groups, Technology Integration, Pedagogical Content Knowledge, Technological Literacy, Mathematics Instruction, Pretests Posttests, Foreign Countries
Geographic Terms: Turkey
ISSN: 2148-9955
Abstract: This research was carried out to investigate the effect of graphing calculator program supported problem solving instruction on mathematical achievement and attitude in transformation geometry subject. The study was carried out with 49 seventh grade students in a middle school in Balikesir province. A pre-test post-test quasi-experimental design with two groups was used in the study. The experimental group received transformation geometry instruction supported by a graphing calculator program, while the control group received transformation geometry instruction without using any technological material for 6 weeks. Achievement of the students was assessed with the Transformation Geometry Achievement Test, while their attitudes were assessed with the Geometry Attitude Scale. For the analysis of the data obtained from the tests, independent samples t test and Two-Way ANOVA for Mixed Measures were used. As a result of the analysis of the data, a positive significant difference was obtained in favor of the experimental group for the mathematical achievement, while there was no significant difference between the experimental and control groups for attitudes towards geometry. Controlling the gender variable, the ANCOVA test was applied to attitude scores and a positive significant difference was obtained in favor of the experimental group. Reflective observation forms and interviews were used to collect qualitative data. Qualitative data were analyzed by descriptive content analysis and divided into themes and codes. As a result of the analysis, it was determined that the students in the experimental group generally stated that the graphing calculator program made their knowledge permanent, facilitated their learning, developed a positive attitude towards the lesson and made the lesson enjoyable.
Abstractor: As Provided
Number of References: 85
Entry Date: 2018
Accession Number: EJ1197997
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1197997
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1197997
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kandemir%2C+Mehmi%22">Kandemir, Mehmi</searchLink><br /><searchLink fieldCode="AR" term="%22Demirbag-Keskin%2C+Pelin%22">Demirbag-Keskin, Pelin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. Win 2019 5(1):203-223.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Graphing+Calculators%22">Graphing Calculators</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2148-9955
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research was carried out to investigate the effect of graphing calculator program supported problem solving instruction on mathematical achievement and attitude in transformation geometry subject. The study was carried out with 49 seventh grade students in a middle school in Balikesir province. A pre-test post-test quasi-experimental design with two groups was used in the study. The experimental group received transformation geometry instruction supported by a graphing calculator program, while the control group received transformation geometry instruction without using any technological material for 6 weeks. Achievement of the students was assessed with the Transformation Geometry Achievement Test, while their attitudes were assessed with the Geometry Attitude Scale. For the analysis of the data obtained from the tests, independent samples t test and Two-Way ANOVA for Mixed Measures were used. As a result of the analysis of the data, a positive significant difference was obtained in favor of the experimental group for the mathematical achievement, while there was no significant difference between the experimental and control groups for attitudes towards geometry. Controlling the gender variable, the ANCOVA test was applied to attitude scores and a positive significant difference was obtained in favor of the experimental group. Reflective observation forms and interviews were used to collect qualitative data. Qualitative data were analyzed by descriptive content analysis and divided into themes and codes. As a result of the analysis, it was determined that the students in the experimental group generally stated that the graphing calculator program made their knowledge permanent, facilitated their learning, developed a positive attitude towards the lesson and made the lesson enjoyable.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 85
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1197997
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1197997
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 203
    Subjects:
      – SubjectFull: Graphing Calculators
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kandemir, Mehmi
      – PersonEntity:
          Name:
            NameFull: Demirbag-Keskin, Pelin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 2148-9955
          Numbering:
            – Type: volume
              Value: 5
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Research in Education and Science
              Type: main
ResultId 1