SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 - Sayı: 3

The Role of Computer-Assisted Instruction in the Teaching of Probability

Olasılık Öğretiminde Bilgisayar Destekli Öğretimin Rolü

Muhammed Fatih DOĞAN
Yüksel DEDE
Ramazan GÜRBÜZ
Pages
705–722
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Specifically, this study highlights that the CAI tasks that designed for teaching probability were powerful and useful for students to enhance their understanding of important concepts of mathematics and might be used as a new and better way of teaching probability.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to analyze the role of computer-assisted instruction (CAI) on students’ achievement concerning the subject of ‘probability’.
📊
Key Findings & Data:The experimental pre-and post-test with control group research design was carried out with 48 seventh grade students by conducting The Probability Achievement Test (PAT) to all groups.
💡
Conclusion & Impact:Specifically, this study highlights that the CAI tasks that designed for teaching probability were powerful and useful for students to enhance their understanding of important concepts of mathematics and might be used as a new and better way of teaching probability.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aimed to analyze the role of computer-assisted instruction (CAI) on students’ achievement concerning the subject of ‘probability’. The experimental pre-and post-test with control group research design was carried out with 48 seventh grade students by conducting The Probability Achievement Test (PAT) to all groups. Data were analyzed by employing an analysis of covariance (ANCOVA) on post-test scores with a pre-test as the covariate and by calculating effect size values. The results revealed that the CAI was more effective in helping the students develop the probability concepts than traditional instruction (TI). Specifically, this study highlights that the CAI tasks that designed for teaching probability were powerful and useful for students to enhance their understanding of important concepts of mathematics and might be used as a new and better way of teaching probability.

Özet

Bu çalışma, bilgisayar destekli öğretimin (BDÖ) öğrencilerin olasılık kavramlarını öğrenmelerine etkisini araştırmayı amaçlamaktadır. Bu kapsamda geliştirilen Olasılık Başarı Testi kontrol gruplu araştırma tasarımı ile deney öncesi ve sonrası deney ve kontrol grubundan 48 yedinci sınıf öğrencisine uygulanmıştır. Veriler, kovaryant olarak bir ön test alındıktan sonra puanlar üzerinde bir kovaryans analizi (ANCOVA) yapılarak etki boyutu değerleri hesaplanarak analiz edilmiştir. Sonuçlar bilgisayar destekli öğretimin geleneksel öğretime kıyasla öğrencilerin olasılık kavramlarını geliştirmelerinde daha etkili olduğunu ortaya koymuştur. Bu araştırma, özellikle olasılığın öğretilmesi için tasarlanan bilgisayar destekli öğretim etkinliklerinin, öğrencilerin matematikteki kavramsal anlamalarını geliştirmeleri için güçlü ve faydalı olduğu ve etkili öğretim için daha iyi bir yol olabileceği söylenebilir

🔖

Cite This Article

DOĞAN, M. F., DEDE, Y., GÜRBÜZ, R. (2022). The Role of Computer-Assisted Instruction in the Teaching of Probability. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 - Sayı: 3, 705–722. https://ajindex.com/articles/531678

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (16)

  1. Antoch, J., Cihák, M., & Pelzla, G. F. (2007). Teaching probability at secondary schools using computers. 56th Session of the ISI. Baker, M., & Chick, H. L. (2007). Making the most of chance. Australian Primary Mathematics Classroom, 12(1), 8-13.
  2. Batanero, C., & Serrano, L. (1999). The meaning of randomness for secondary school students. Journal for Research in Mathematics Education, 30(5), 558-567.
  3. Best, J.& Kahn, J. (1989).
  4. Research In Education, Sixth Edition,
  5. Needham Heigts, Massachusetts. Borg, W. (1987).
  6. Applying Educational Research, A Practical Guide For Teachers. Second Edition,
  7. Logman Inc., New York & London. Bulut, S. (2001). Matematik öğretmen adaylarının olasılık performanslarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 33-39.
  8. Chai, C. S., & Tan, S. C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. Teachers College Record, 111(5), 1296-1327.
  9. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. Auflage). Hillsdale, NJ: Erlbaum Dede, Y. (2011).Mathematics Education Values Questionnaire for Turkish Preservice Mathematics Teachers: Design, Validation, and Results. International Journal of Science and Mathematics Education, 9(3), 603-626.
  10. Dekker, R. (1994). Graphs, small groups and the process of level raising, In A. Antibi (Ed.), Representations Graphique et Symbolique de la maternelle al Universite, Tome 1, Universite Paul Sabatier, Toulouse, 184-189.
  11. Demetriadis, S. N., Papadopoulos, P. M., Stamelos, I. G., & Fischer, F. (2008). The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning. Computers & Education, 51, 939-954.
  12. Denscombe, M. (2010). The Good Research Guide for Small-scale Social Research Projects, 4th ed., Open University Press,
  13. McGraw-Hill, Glasgow. Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23(1), 496-514.
  14. Dölen, E. (2005). Salih Zeki ve Darülfünun. Osmanlı Bilimi Araştırmaları, 7(1), 123-135.
  15. English, L.D. (1993). Children’s strategies for solving two-and three-stage combinatorial problems. Journal for Research in Mathematics Education, 24(3), 255-273.
  16. Fast, G. R. (1997). Using Analogies to overcome student teachers’ probability misconceptions. Journal of Mathematical Behavio