SavedAdd your journal

Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2022 / Cilt: 16 - Sayı: 1

The Effect of Geometry Teaching Designed with the Developed Mobile Application on the Academic Achievement of the Students

Sevinç TAŞ
Ayşe YAVUZ
Pages
227–245
Publication Date
2022-06-30
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)

While there was a significant difference between the pre-test post-test scores of the experimental group students, there was no significant difference between the pre-test post-test scores of the control group students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In order to ensure active participation of students in the lessons during distance education period, different learning tools were sought.
📊
Key Findings & Data:For this purpose, within framework of the ADDIE design model, it was desired to develop a mobile application called GeoHepta to be used in learning the 7th grade mathematics course Geometry and Measurement learning field subjects.
💡
Conclusion & Impact:While there was a significant difference between the pre-test post-test scores of the experimental group students, there was no significant difference between the pre-test post-test scores of the control group students.
🔬Design:Modeling & Simulation
📍Scope:2020-2021 Verileri
⚙️Variables:geometry education · mathematics achievement · ADDIE design model

Abstract

In order to ensure active participation of students in the lessons during distance education period, different learning tools were sought. For this purpose, within framework of the ADDIE design model, it was desired to develop a mobile application called GeoHepta to be used in learning the 7th grade mathematics course Geometry and Measurement learning field subjects. The study was carried out in the distance education process with 7th grade students in the 2020-2021 academic year. The research was carried out with a quasi-experimental design. In the study, "Geometry and Measurement Learning Field Achievement Test" was used. As a result of the research, a significant difference was reached between the post-test scores of the students in the experimental group, in which the mobile application-supported teaching was implemented, and the control group students, in which the textbook-based teaching was implemented. While there was a significant difference between the pre-test post-test scores of the experimental group students, there was no significant difference between the pre-test post-test scores of the control group students.

🔖

Cite This Article

TAŞ, S., YAVUZ, A. (2022). The Effect of Geometry Teaching Designed with the Developed Mobile Application on the Academic Achievement of the Students. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 16 - Sayı: 1, 227–245. https://ajindex.com/articles/693702

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Aktaş, M., Bulut, G. G., & Aktaş, B. K. (2018). Dört işleme yönelik geliştirilen mobil oyunun 6. sınıf öğrencilerinin zihinden işlem yapma becerisine etkisi [The effect of the mobile game developed for four operations on the mental processing skills of 6th grade students]. JRES, 5 (2), 90-100.
  2. Arkün, S., & Akkoyunlu, B. (2008). A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment. Interactive Educational Multimedia, Number 17 (October, 2008), pp. 1-19.
  3. Bacanlı, H. (2006). Duyuşsal davranış eğitimi [Affective behavior training]. Ankara:
  4. Nobel Yayın Dağıtım. Berigel, D. S. (2017). Teknoloji destekli matematik öğrenme ortamlarının işitme engelli öğrencilerin matematik becerilerine etkilerinin incelenmesi [Investigation of the effects of technology supported mathematics learning environments on the mathematics skills of hearing impaired students]. Doktora Tezi [Doctoral Thesis], Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon. Berberoğlu, R. (2020). Mobil öğrenmeye dayalı uygulamaların öğrencilerin fen bilimleri dersindeki akademik başarı, tutum, motivasyon ve mobil öğrenmeye yönelik tutumlarına etkisi [The effect of mobile learning-based applications on students' academic achievement, attitude, motivation and attitudes towards mobile learning in science lessons]. Yüksek Lisans Tezi [Master Thesis], Uşak Üniversitesi.
  5. Branch, R. M. (2016). Öğretim tasarımı: ADDIE yaklaşımı [Instructional design: ADDIE approach] (İ. Varank, Çev Ed.). Eğitim Yayınevi:
  6. Konya. Burmabıyık, A. (2014). Geometrik cisimlerin öğretimi için geliştirilen 3 boyutlu mobil uygulamalar hakkında öğrenci ve öğretmen görüşleri [Student and teacher opinions about 3D mobile applications developed for teaching geometric objects]. Yüksek Lisans Tezi [Master Thesis], Balıkesir üniversitesi. Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara:
  7. Pegem Akademi. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. Berge and L. Muilenburg (Eds.), Handbook of mobile learning (pp 3-14),
  8. New York, NY: Routledge. Çetinkaya, L. (2019). Mobil uygulamalar aracılığıyla probleme dayalı matematik öğretiminin başarıya etkisi [The effect of problem-based mathematics teaching on success through mobile applications]. Eğitim ve Bilim, 44 (197). 65-84.
  9. Desai, S. P., & Lele, V.