Matematikte (ax+b)n biçimindeki özdeşliklerin görselleştirme kullanılarak yapılan öğretiminin öğrencilerin başarısına etkisi ve görüşlerinin değerlendirilmesi
Bu çalışmanın amacı, matematikte biçimindeki özdeşliklerin görselleştirme kullanılarak yapılan öğretiminin öğrencilerin başarısına etkisini ve bu çerçevede öğrencilerin görüşlerini incelemektir. Araştırmada, nitel ve nicel verilerin birlikte toplanarak analiz edildiği karma desenlerden açıklayıcı desen kullanılmıştır. Araştırmada nicel veriler, görselleştirme yardımıyla yapılan öğretimin öğrencilerin akademik başarısı üzerindeki etkisini belirlemek için Özdeşlikler ve Binom Açılımı Başarı Testi kullanılarak elde edilmiştir. Nitel veriler ise ilgili konudaki öğrenci görüşlerini almak için uygulanan yapılandırılmış görüşme formuyla toplanmıştır. Araştırmanın katılımcıları birinci sınıf üniversite öğrencilerinden uygun örnekleme yöntemiyle seçilen 53 öğrencidir. Verilerin analizinde t-testi, tek yönlü kovaryans analizi yöntemi ve içerik analizi yöntemi kullanılmıştır. Nicel verilerden elde edilen sonuçlar matematikte görselleştirme yardımıyla cebirsel ifadelerin öğretiminin geleneksel öğretime göre öğrenci başarısını daha fazla arttırdığını göstermiştir. Öte yandan, çalışmanın nitel verileri neticesinde, görselleştirmenin cebirsel ifadelerin öğretim sürecini olumlu yönde geliştirdiği, öğretim sürecini daha ilgi çekici ve eğlenceli hale getirdiği ve öğrencileri ezberleme yerine kavramsal öğrenmeye yönlendirdiği sonucuna ulaşılmıştır.
Assessment of student achievement and views on the impact of instruction with visualization of identities in (ax+b)n form in mathematics
The aim of the present study is to examine the impact of instruction with visualizationof identities in form in mathematics on students’ achievement and opinions. The studyemploys an explanatory design, a mixed method, through which qualitative andquantitative data were collected and analysed. Quantitative data in the study wereobtained using the Identities and Binomial Exponential Achievement Test to determinethe effect of visualization-assisted instruction on students’ academic achievement.Qualitative data, regarding the student views on the subject, were collected through astructured interview form. Participants of the study, 53 students, were selected byappropriate sampling method among the first-year univeristy students. The t-test andone-way covariance analysis were used to analyse the quantitative data and thecontent analysis method was used for the qualitative data. The results obtained fromquantitative data indicated that instruction of algebraic expressions throughmathematical visualization increased student achievement in comparison totraditional instruction. On the other hand, the qualitative data indicated thatvisualization facilitated a positive development in instruction of algebraic expressions,rendered the teaching process to be more interesting and enjoyable and led thestudents to acquire conceptual learning skills instead of memorizing.
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