The Effect of Teaching with Web 2.0 Tools on Mathematics Achievement and Retention

Yıl 2024, Sayı: 26, 57 – 66, 29.07.2024

Çiğdem Yilmaz Aliye Erdem Işılay Gürel Taş

https://doi.org/10.30786/jef.1490427

Öz

This study aimed to examine the impact of using Web 2.0 tools in teaching algebraic expressions to 6th-grade students on their mathematical achievement and retention. In the research, a quasi-experimental design was used with pre-test post-test control group, one of the quantitative research methods. The research was conducted in the 2023-2024 academic year with 88 students, 44 in the experimental group and 44 in the control group, studying in the 6th grade of a public school in Yenimahalle District of Ankara. The experimental group received instruction through Web 2.0 tools for three weeks, while the control group followed the textbook-based curriculum during the same period. In the study, the “Algebraic Expressions Achievement Test” was used to determine academic success. SPSS 22.0 pragram was used to analyze the data. Independent Samples t-test, Repeated Measures ANOVA, and Benferroni multiple comparison test were used in the analysis process. The findings indicated a significant difference in the post-test mean scores of algebraic expressions between the experimental and control groups, favoring the experimental group. In conclusion, the use of Web 2.0 tools in teaching algebraic expressions was found to be more effective in enhancing students’ academic achievement and retention compared to current teaching methods.

Anahtar Kelimeler

Web 2.0 Tools,, algebraic expressions, educational tools, mathematics

Etik Beyan

This study was conducted with the approval number 14/130, obtained during the meeting of the EthicsCommittee of Ankara University on 06.05.2024.

Kaynakça

• Açıkgöz, G. (2018). The effect of education informatics network (EBA) supported mathematics teaching on academic achievement of 7th-grade students. Master's Thesis, Kastamonu University Institute of Science, Kastamonu.
• Ankay, E. (2019). The effect of education informatics network (EBA) usage based on the 5e instructional model on 5th-grade students' achievement, attitudes, and retention of addition and subtraction with fractions. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Ardıç, M., Önal, N. T., & Önal, N. (2023). An evaluation of Edpuzzle within the context of technology-supported science education. Basic Education, 20, 83-97.
• Ateş Çobanoğlu, A. (2013). The effects of blended learning on students' accessibility, perceived cognitive flexibility levels, and self-regulated learning skills. Unpublished Master's Thesis, Ege University, İzmir.
• Atıcı, B., & Yıldırım, S. (2010). The impact of Web 2.0 applications on e-learning. Academic Informatics, 10, 10-12.
• Baki, A. (2002). Computer-aided mathematics for learners and teachers. Istanbul: Ceren.
• Bal, H. (2019). Evaluation of teachers' use of new technologies and Web 2.0 tools in education. Ankara: General Directorate of Innovation and Educational Technologies.
• Bayrambeğ, N. (2021). Examination of the effect of using geogebra in mathematics instruction on students' attitudes and academic achievements. Unpublished Master's Thesis, Niğde Ömer Halisdemir University Institute of Educational Sciences, Niğde.
• Büyüköztük, Ş., Çakmak E., Akgün Ö., Karadeniz Ş., Demirel F. (2016). Research methods in education (22nd ed.). Pegem Publishing.
• Conole, G., & Alevizou, P. (2010). A literature review on the use of web 2.0 tools in higher education. A Report Commissioned by the Higher Education Academy.
• Deperlioğlu, Ö., & Köse, U. (2010). The effects of Web 2.0 technologies on education and an example learning experience. Academic Informatics, 10, 10-12.
• George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Update 17.0. (10th ed.). Boston: Pearson.
• Gürler, K. (2021). The effect of teaching fractions with geogebra mathematics software on students' academic achievements and attitudes towards mathematics in 6th grade. Unpublished Master's Thesis, Accessed from https://tez.yok.gov.tr.
• Hasançebi, B., Terzi, Y., & Küçük, Z. (2020). A study based on item difficulty index and item discriminability index. Gümüşhane University Journal of Science Institute, 10(1), 224-240.
• Haskanlı, B. (2021). The effect of EBA-supported instruction on linear equations in 8th grade. Unpublished Doctoral Dissertation, Kastamonu University Institute of Science, Kastamonu.
• İçel, R., & Doğan, M. (2011). The Role of Dynamic Geometry Software in the Process of Learning: GeoGebra Example about Triangles International Journal of Human Sciences. 7, 2. Accessed from http://www.Insan Bilimleri.com/En
• Kelismail, E. (2019). The effect of education informatics network (EBA) supported instruction on 6th-grade students' achievement and attitudes towards algebraic expressions sub-learning domain. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Küçük, K. (2019). An examination of the effect of geogebra-supported transformation geometry instruction on 7th-grade students' achievements, beliefs, and attitudes. Unpublished Master's Thesis, Bartın University Institute of Educational Sciences, Bartın.
• Küslü, F. (2015). The effect of computer-aided mathematics instruction on 8th-grade students' achievement in prisms. Master's Thesis, Sakarya University Institute of Educational Sciences, Sakarya.
• Metin, M. (2015). Quantitative data collection tools. Research methods in education from theory to practice. Pegem Academy Publishing, Ankara.
• O’reilly, T. (2005). Web 2.0: compact definition. Accessed from http://radar.oreilly.com/2005/10/web-20-compact-definition.html
• Sayan, H. (2016). The use of technology in preschool education. Education and Society Journal of Education Sciences and Social Research, 5(13).
• Şeker, H. B., & Erdoğan, A. (2017). The effect of geogebra software on geometry teaching on students' geometry course success and geometry self-efficacy. OPUS International Journal of Society Researches, 7(12), 82-97.
• Tekin, M. (2019). The effect of EBA-supported instruction on the achievement and metacognitive behavioral perceptions of ratio and proportion. Master's Thesis, Zonguldak Bülent Ecevit University Institute of Science, Zonguldak.
• Ünlütürk Akçakın, H. (2016). The effect of geogebra-supported mathematics instruction on elementary school students' academic achievements and motivations. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Vahit, H. R. (2019). The effect of mathematics instruction with EBA activities on achievement and attitudes. Unpublished Doctoral Dissertation, Kastamonu University Institute of Science, Kastamonu.
• Yalman, M., & Başaran, B. (2018). Views of faculty of education students on distance education materials developed with Web 2.0 tools. AJIT-e: Academic Journal of Information Technology, 9(34), 81-95.
• Zengin, A. (2019). The effect of geogebra-supported mathematics instruction on 6th-grade students' academic achievements in area and volume measurement topics. Unpublished Master's Thesis, Uşak University Institute of Science, Uşak.

Yıl 2024, Sayı: 26, 57 – 66, 29.07.2024

Çiğdem Yilmaz Aliye Erdem Işılay Gürel Taş

https://doi.org/10.30786/jef.1490427

Öz

Kaynakça

• Açıkgöz, G. (2018). The effect of education informatics network (EBA) supported mathematics teaching on academic achievement of 7th-grade students. Master's Thesis, Kastamonu University Institute of Science, Kastamonu.
• Ankay, E. (2019). The effect of education informatics network (EBA) usage based on the 5e instructional model on 5th-grade students' achievement, attitudes, and retention of addition and subtraction with fractions. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Ardıç, M., Önal, N. T., & Önal, N. (2023). An evaluation of Edpuzzle within the context of technology-supported science education. Basic Education, 20, 83-97.
• Ateş Çobanoğlu, A. (2013). The effects of blended learning on students' accessibility, perceived cognitive flexibility levels, and self-regulated learning skills. Unpublished Master's Thesis, Ege University, İzmir.
• Atıcı, B., & Yıldırım, S. (2010). The impact of Web 2.0 applications on e-learning. Academic Informatics, 10, 10-12.
• Baki, A. (2002). Computer-aided mathematics for learners and teachers. Istanbul: Ceren.
• Bal, H. (2019). Evaluation of teachers' use of new technologies and Web 2.0 tools in education. Ankara: General Directorate of Innovation and Educational Technologies.
• Bayrambeğ, N. (2021). Examination of the effect of using geogebra in mathematics instruction on students' attitudes and academic achievements. Unpublished Master's Thesis, Niğde Ömer Halisdemir University Institute of Educational Sciences, Niğde.
• Büyüköztük, Ş., Çakmak E., Akgün Ö., Karadeniz Ş., Demirel F. (2016). Research methods in education (22nd ed.). Pegem Publishing.
• Conole, G., & Alevizou, P. (2010). A literature review on the use of web 2.0 tools in higher education. A Report Commissioned by the Higher Education Academy.
• Deperlioğlu, Ö., & Köse, U. (2010). The effects of Web 2.0 technologies on education and an example learning experience. Academic Informatics, 10, 10-12.
• George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Update 17.0. (10th ed.). Boston: Pearson.
• Gürler, K. (2021). The effect of teaching fractions with geogebra mathematics software on students' academic achievements and attitudes towards mathematics in 6th grade. Unpublished Master's Thesis, Accessed from https://tez.yok.gov.tr.
• Hasançebi, B., Terzi, Y., & Küçük, Z. (2020). A study based on item difficulty index and item discriminability index. Gümüşhane University Journal of Science Institute, 10(1), 224-240.
• Haskanlı, B. (2021). The effect of EBA-supported instruction on linear equations in 8th grade. Unpublished Doctoral Dissertation, Kastamonu University Institute of Science, Kastamonu.
• İçel, R., & Doğan, M. (2011). The Role of Dynamic Geometry Software in the Process of Learning: GeoGebra Example about Triangles International Journal of Human Sciences. 7, 2. Accessed from http://www.Insan Bilimleri.com/En
• Kelismail, E. (2019). The effect of education informatics network (EBA) supported instruction on 6th-grade students' achievement and attitudes towards algebraic expressions sub-learning domain. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Küçük, K. (2019). An examination of the effect of geogebra-supported transformation geometry instruction on 7th-grade students' achievements, beliefs, and attitudes. Unpublished Master's Thesis, Bartın University Institute of Educational Sciences, Bartın.
• Küslü, F. (2015). The effect of computer-aided mathematics instruction on 8th-grade students' achievement in prisms. Master's Thesis, Sakarya University Institute of Educational Sciences, Sakarya.
• Metin, M. (2015). Quantitative data collection tools. Research methods in education from theory to practice. Pegem Academy Publishing, Ankara.
• O’reilly, T. (2005). Web 2.0: compact definition. Accessed from http://radar.oreilly.com/2005/10/web-20-compact-definition.html
• Sayan, H. (2016). The use of technology in preschool education. Education and Society Journal of Education Sciences and Social Research, 5(13).
• Şeker, H. B., & Erdoğan, A. (2017). The effect of geogebra software on geometry teaching on students' geometry course success and geometry self-efficacy. OPUS International Journal of Society Researches, 7(12), 82-97.
• Tekin, M. (2019). The effect of EBA-supported instruction on the achievement and metacognitive behavioral perceptions of ratio and proportion. Master's Thesis, Zonguldak Bülent Ecevit University Institute of Science, Zonguldak.
• Ünlütürk Akçakın, H. (2016). The effect of geogebra-supported mathematics instruction on elementary school students' academic achievements and motivations. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Vahit, H. R. (2019). The effect of mathematics instruction with EBA activities on achievement and attitudes. Unpublished Doctoral Dissertation, Kastamonu University Institute of Science, Kastamonu.
• Yalman, M., & Başaran, B. (2018). Views of faculty of education students on distance education materials developed with Web 2.0 tools. AJIT-e: Academic Journal of Information Technology, 9(34), 81-95.
• Zengin, A. (2019). The effect of geogebra-supported mathematics instruction on 6th-grade students' academic achievements in area and volume measurement topics. Unpublished Master's Thesis, Uşak University Institute of Science, Uşak.

Toplam 28 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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