Demir, Cennet GologluOnal, Nezih2024-11-072024-11-0720211360-23571573-7608https://doi.org/10.1007/s10639-020-10398-8https://hdl.handle.net/11480/14899The 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.eninfo:eu-repo/semantics/closedAccessProject-based learningTechnology-assisted learningAttitudesMathematicsAcademic achievementArticle2633375339710.1007/s10639-020-10398-82-s2.0-85099097573Q1WOS:000605917500001Q1