GeoGebra kullanımının 12. sınıf öğrencilerinin üstel ve logaritmik fonksiyonlar konusundaki akademik başarılarına ve öz-yeterlik algılarına etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada 12. sınıf matematik konularından olan üstel ve logaritmik fonksiyonların öğretiminde GeoGebra etkinlikleriyle desteklenen öğretimin kullanılmasının öğrencilerin üstel ve logaritmik fonksiyonlar konusundaki akademik başarılarına ve öz-yeterlik algılarına etkisi incelenmiştir. Aras?tırmanın o?rneklemini 2020–2021 Eğitim Ög?retim yılında Niğde iline bag?lı bir Anadolu Lisesinin 12. sınıf öğrencileri oluşturmaktadır. Bu örneklem, 11. sınıf matematik akademik başarı ortalamaları birbirine denk olan deney grubunda 33 ve kontrol grubunda 33 olmak üzere toplam 66 öğrenciden oluşturulmuştur. Deney ve kontrol grubu olarak rastgele atanan sınıfların matematik yazılı not ortalamaları ilişkisiz gruplar t-testi kullanılarak analiz edilmiştir. Yapılan ilişkisiz gruplar t-testinde gruplar arasında anlamlı farklılığa rastlanmamıştır. Dinamik matematik yazılımı GeoGebra destekli öğretimin etkisini araştırnak amacıyla kontrol grubunda geleneksel yöntemle dersler işlenirken, deney grubunda MEB öğretim programındaki kazanımlara uygun olarak hazırlanmış GeoGebra etkinlikleri ile desteklenmiş dersler işlenmiştir. Uygulama 6 hafta sürmüştür. Çalışma ön test-son test kontrol gruplu yarı deneysel desende uygulanmıştır. Veri toplama aracı olarak başarı testi ve Umay (2001) tarafından hazırlanan öz-yeterlik algısı ölçeği kullanılmıştır. Hazırlanan başarı testi katılımcılara ön-test, son-test ve kalıcılık testi olarak uygulanmış, öz-yeterlik algısı ölçeği ise ön-test, son-test olarak uygulanmıştır. Araştırma verilerinin analizi için SPSS 20.0 programında karışık ölçümler için iki fakto?rlu? ANOVA modeli kullanılmıs?tır. Araştırmanın veri analizi sonucunda üstel ve logaritmik fonksiyonların öğretiminde deney ve kontrol gruplarının başarıları ve öz-yeterlik algılarına etkisi karşılaştırıldığında GeoGebra etkinlikleri ile desteklenen derslerin işlendiği deney grubu lehine anlamlı bir fark ortaya çıkmıştır. Araştırma sonuçları, önerilerle birlikte ileriki çalışmalar için önemli noktaları ortaya koymaktadır.
In this study, the effect of using instruction supported by GeoGebra activities in the teaching of exponential and logarithmic functions, which is one of the 12th grade mathematics subjects, on the academic achievement and self-efficacy perceptions of students on exponential and logarithmic functions was investigated. The sample of the research consists of 12th grade students of an Anatolian High School in Niğde province in the 2020-2021 academic years. This sample consisted of a total of 66 students, 33 of whom were in the experimental group and 33 in the control group, whose 11th grade mathematics academic achievement averages were equivalent to each other. Mathematics written grade point averages of randomly assigned classes as experimental and control groups were checked using the independent group's t-test to see if there was a significant difference. In the independent group's t-test, no significant difference was found between the groups. In order to investigate the effect of the dynamic mathematics software GeoGebra supported teaching, the traditional method was taught in the control group, while the lessons supported by GeoGebra activities prepared in accordance with the achievements in Turkish mathematics curriculum were taught in the experimental group. The application took 6 weeks. The study was applied in a quasi-experimental design with pretest-posttest control group. Achievement test and self-efficacy perception scale prepared by Umay (2001) were used as data collection tools. The prepared achievement test was applied to the participants as pre-test, post-test and retention test, and the self-efficacy perception scale was applied as pre-test and post-test. For the analysis of the research data, a two-factor ANOVA model was used for mixed measurements in the SPSS 20.0 program. As a result of the data analysis of the research, when the success of the experimental and control groups in the teaching of exponential and logarithmic functions and their effects on their self-efficacy perceptions were compared, a significant difference emerged in favor of the experimental group in which the lessons supported by GeoGebra activities were taught. The results of the research, together with recommendations, reveal important points for future studies.
In this study, the effect of using instruction supported by GeoGebra activities in the teaching of exponential and logarithmic functions, which is one of the 12th grade mathematics subjects, on the academic achievement and self-efficacy perceptions of students on exponential and logarithmic functions was investigated. The sample of the research consists of 12th grade students of an Anatolian High School in Niğde province in the 2020-2021 academic years. This sample consisted of a total of 66 students, 33 of whom were in the experimental group and 33 in the control group, whose 11th grade mathematics academic achievement averages were equivalent to each other. Mathematics written grade point averages of randomly assigned classes as experimental and control groups were checked using the independent group's t-test to see if there was a significant difference. In the independent group's t-test, no significant difference was found between the groups. In order to investigate the effect of the dynamic mathematics software GeoGebra supported teaching, the traditional method was taught in the control group, while the lessons supported by GeoGebra activities prepared in accordance with the achievements in Turkish mathematics curriculum were taught in the experimental group. The application took 6 weeks. The study was applied in a quasi-experimental design with pretest-posttest control group. Achievement test and self-efficacy perception scale prepared by Umay (2001) were used as data collection tools. The prepared achievement test was applied to the participants as pre-test, post-test and retention test, and the self-efficacy perception scale was applied as pre-test and post-test. For the analysis of the research data, a two-factor ANOVA model was used for mixed measurements in the SPSS 20.0 program. As a result of the data analysis of the research, when the success of the experimental and control groups in the teaching of exponential and logarithmic functions and their effects on their self-efficacy perceptions were compared, a significant difference emerged in favor of the experimental group in which the lessons supported by GeoGebra activities were taught. The results of the research, together with recommendations, reveal important points for future studies.
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Matematik
