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How to Use Excel to Teach Fractions?

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Title: How to Use Excel to Teach Fractions?
Language: English
Authors: Fahrettin Asici (ORCID 0000-0002-7329-6418), Cengiz Çinar (ORCID 0000-0001-9720-5149)
Source: Journal of Educational Technology and Online Learning. 2025 8(1):1-23.
Availability: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Secondary Education
Junior High Schools
Descriptors: Computer Software, Spreadsheets, Technology Uses in Education, Fractions, Mathematics Instruction, Mathematical Concepts, Grade 6, Mathematics Achievement, Student Attitudes, Public Schools, Foreign Countries, Intervention, Teaching Methods, Instructional Effectiveness, Middle School Students
Geographic Terms: Turkey
ISSN: 2618-6586
Abstract: This study aimed to examine the effect of using Excel in teaching fractions in a 6th grade mathematics course on students' academic achievement and attitudes. To achieve this, a quasi-experimental design with a pretest-posttest control group was implemented. The research involved 62 students from a public secondary school in a central province of eastern Turkey over a period of 12 class hours (3 weeks). Prior to the study, experimental and control groups were randomly assigned, and efforts were made to balance the groups based on various factors (e.g., pass marks, pretest scores). A mathematics achievement test (MAT) comprising 18 multiple-choice questions, and a 20-item mathematics attitude scale (MAS) were employed to collect data. The experimental group was taught using the Excel program, while the control group received instruction via traditional teaching methods outlined in the curriculum. Data collected after the intervention were analyzed using t-tests in the SPSS program. The results revealed a significant improvement in the academic achievement of the experimental group compared to the control group, indicating the effectiveness of using Excel-based teaching materials. Additionally, both groups showed positive changes in their attitudes towards mathematics; however, no significant difference was found between the groups in terms of the impact of the teaching method on students' attitudes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462272
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Fahrettin+Asici%22">Fahrettin Asici</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7329-6418">0000-0002-7329-6418</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cengiz+Çinar%22">Cengiz Çinar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9720-5149">0000-0001-9720-5149</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Technology+and+Online+Learning%22"><i>Journal of Educational Technology and Online Learning</i></searchLink>. 2025 8(1):1-23.
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  Data: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
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  Data: 23
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  Label: Abstract
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  Data: This study aimed to examine the effect of using Excel in teaching fractions in a 6th grade mathematics course on students' academic achievement and attitudes. To achieve this, a quasi-experimental design with a pretest-posttest control group was implemented. The research involved 62 students from a public secondary school in a central province of eastern Turkey over a period of 12 class hours (3 weeks). Prior to the study, experimental and control groups were randomly assigned, and efforts were made to balance the groups based on various factors (e.g., pass marks, pretest scores). A mathematics achievement test (MAT) comprising 18 multiple-choice questions, and a 20-item mathematics attitude scale (MAS) were employed to collect data. The experimental group was taught using the Excel program, while the control group received instruction via traditional teaching methods outlined in the curriculum. Data collected after the intervention were analyzed using t-tests in the SPSS program. The results revealed a significant improvement in the academic achievement of the experimental group compared to the control group, indicating the effectiveness of using Excel-based teaching materials. Additionally, both groups showed positive changes in their attitudes towards mathematics; however, no significant difference was found between the groups in terms of the impact of the teaching method on students' attitudes.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1
    Subjects:
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Spreadsheets
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Intervention
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Middle School Students
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      – SubjectFull: Turkey
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      – TitleFull: How to Use Excel to Teach Fractions?
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            NameFull: Cengiz Çinar
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