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    The Effect of Computer Assisted Geometry Instruction on Seventh Grade School Students Achievement
    (Mehmet Tekerek, 2013) Onal, Nezih; Demir, Cennet Gologlu
    In parallel with the development of mathematics and geometry software and increase in computer hardware at schools; there has been increasing importance attributed to the computer assisted mathematic instruction. This is revealed that the necessity of determining the computer assisted instruction to what extent affects students success. The purpose of this study is to examine the effect of computer-assisted geometry teaching on seventh grade students achievement. Its an experimental research in which pre and post tests are used. Data collected through 22-item geometry achievement test developed by researchers. In experimental group, the courses were taught by the help of Vitamin Program, recommended by Ministry of Education and Microsoft Picture Manager program in information and technology class at school. However; in control group, the method and activities included in the present programme are processed in their own classroom. The data were analyzed via SPSS 16 software, t-test and Ancova was conducted to analyze the data. As a result, this study showed that there is a positive effect of computer assisted instruction on the students geometry achievement. Based on this; it is seen that computers and educational software in teaching geometry have positive effect on students academic achievement.
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    The effect of technology-assisted and project-based learning approaches on students' attitudes towards mathematics and their academic achievement
    (Springer, 2021) Demir, Cennet Gologlu; Onal, Nezih
    The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon students' attitudes toward mathematics and their academic achievements. A quasi-experimental research design was employed including pre-tests, post-tests and a retention test. The findings of the research revealed that the TAL approach, when compared to the PjBL approach, had a higher level of effect on students' attitudes toward mathematics. However, it was revealed that the PjBL approach had a higher level of effect on academic achievement than did TAL. In light of the findings that the present study yielded, a discussion is presented on the technology-assisted project-based learning (TAPjBL) method.