Öz
The purpose of this research is to determine the effect of mobile application-based instruction in distance education period on students' self-efficacy, belief perceptions and attitudes towards technology. The study was carried out with a quasi-experimental research design utilizing a pretest-posttest control group. Students in the seventh grade from a public secondary school in Central Anatolia participated in the study in which the students were given the Self-Efficacy Scale for Geometry, the Belief Scale for Geometry, and the Attitude Scale for Technology. Data obtained from measurement tools were then analyzed with t-tests for independent samples as well as t-tests for dependent samples. The study's findings revealed a substantial difference between the experimental and control groups' students' attitudes toward technology, ideas about geometry, and self-efficacy in said areas. The usage of various mobile applications in the instruction of mathematics has been recommended in light of the results found.
Anahtar Kelimeler
affective behaviors ADDIE design model distance education geometry education mobile learning
Kaynakça
- Alkhateeb, M. A. (2019). Effect of mobile gaming on mathematical achievement among 4th graders. International Journal of Emerging Technologies in Learning (iJET), 14 (07), 4-17.
- Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education 7(2), 91-119.
- Atan, M., & Shahbodin, F. (2018). Significance of mobile learning in learning Mathematics. In MATEC Web of Conferences (Vol. 150, p. 05049). EDP Sciences.
- Bandura, A. (1977). Self – Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191 – 215.
- Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: A 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28 (1), 173-197. DOI 10.1007/s13394-015-0158-7
- Calder, N., & Campbell, A. (2016). Using Mathematical Apps with reluctant learners. Digital Experiences in Mathematics Education, 2, 50-69. DOI 10.1007/s40751-016-0011-y
- Cantürk - Günhan, B., and Başer, N. (2007). Geometriye yönelik öz-yeterlik ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 68-76.
- Çetinkaya, L. (2019). Mobil uygulamalar aracılığıyla probleme dayalı matematik öğretiminin başarıya etkisi. Eğitim ve Bilim, 44 (197). 65-84.
- Çontay, E. G. (2012). Geometrik cisimlerin yüzey alanları ve hacimleri konusunda yazma etkinliklerinin 8. sınıf öğrencilerinin başarılarına ve geometriye yönelik öz-yeterliklerine etkisi. Pamukkale Üniversitesi, Yüksek Lisans Tezi.
- Duman, B., & Özçelik, C. (2018). The Effect of the Creative Drama-supported Problem-based Learning Approach on the Self-efficacy Ability in Geometry. Universal Journal of Educational Research, 6(12), 2918-2924. DOI: 10.13189/ujer.2018.061227.
- Erdoğan, A., Baloğlu, M., & Kesici, Ş. (2011). Gender differences in geometry and mathematics achievement and self-efficacy beliefs in geometry. Eurasian Journal of Educational Research, 43, 188-205.
- Fabian, K. (2019). Student engagement in mobile learning activities: breakdowns and breakthroughs. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Utrecht, Netherlands. ffhal-02422207f
- Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3 (1), 77-104.
- İlhan, A. Gemcioğlu, M. ve Poçan, S. (2021). Matematik Başarısının Geometriye Yönelik Tutum ve Geometri İnancı ile İlişkisinin İncelenmesi. Mersin University Journal of the Faculty of Education, 17(1), 77-91.
- Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54.
- Kandil, S. & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50 (4), 557-576, DOI: 10.1080/0020739X.2018.1527407
- Kearney, M., & Maher, D. (2013). Mobile learning in maths teacher education: Using iPads to support pre-service teachers’ professional development. Australian Educational Computing, 27 (3), 76-84.
- Mccoach, B. (2007). Increasing Student Mathematics Self – Efficacy Through Teacher Training. Journal of Advanced Academics (JAA), 18(2), 278 – 312.
- National Council of Teachers of Mathematics [NCTM] (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM Publications.
- Nofriyanti, D., & Setyaningrum, W. (2019). Utilizing mobile phones in mathematics class: teachers’ and preservice teachers’ perceptions. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012081). IOP Publishing.
- Orçanlı, H. B. & Orçanlı, K. (2016). Bilgisayar destekli geometri öğretiminin 7. sınıf öğrencilerinin geometri başarısına ve geometri özyeterlik algısına etkisi. Sosyal Bilimler Araştırma Dergisi, 5(1), 80-97
- Paksu, A. D. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 87-97.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
- Peled, S., & Schocken, S. (2014). Mobile learning and early age mathematics. In I. A. Sanchez, & P. Isaias (Eds.), Proceedings of the 10th International Conference on Mobile Learning 2014. Proceedings of the 10th International Conference on Mobile Learning 2014, Madrid, Spain, 19-25 February (pp.19-25). International Association for Development of the Information Society (IADIS).
- Sunandar, Buchori, A., Rahmawati, N. D., & Kusdaryani, W. (2017). Mobilemath (Mobile Learning Math) media design with Seamless Learning Model on Analytical Geometry course. International Journal of Applied Engineering Research. 12 (19), 8076-8081.
- Taleb, Z., Ahmadi, A., & Musavi, M. (2015). The effect of m-learning on mathematics learning, Procedia-Social and Behavioral Sciences. 171 (2015), 83–89. doi: 10.1016/j.sbspro.2015.01.092
- Usher, E. L. (2008). Sources of middle school students’ self-efficacy in mathematics: A qualitativeI investigation. American Educational Research Journal, 46(1), 275-314.
- Uzunboylu, H., Cavus, N., & Ercag, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, 52, 381–389.
- Ünlü, M. & Ertekin, E. (2018). Ortaokul öğrencileri için Geometriye Yönelik İnanç Ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 26 (1), 39-48. DOI: 10.24106/kefdergi.346334
- Yenilmez, K. & Uygan, C. (2010). Yaratıcı drama yönteminin ilköğretim 7. sınıf öğrencilerinin geometriye yönelik öz-yeterlik inançlarına etkisi. Kastamonu Eğitim Dergisi, 18 (3), 931-942. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/49056/625884
- Yurdugül, H. & Aşkar, P. (2008). Öğrencilerin teknolojiye yönelik tutum ölçeği faktör yapılarının incelenmesi: Türkiye örneği. İlköğretim Online, 7 (2), 288-309. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8601/107109
- Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: Exploring mathematics outside the classroom. ZDM, 42 (7), 789-799.
Öz
Bu araştırmanın amacı, uzaktan eğitim döneminde mobil uygulamaya dayalı olarak sağlanan öğretimin öğrencilerin geometriye yönelik öz yeterlik, inanç algılarına ve teknolojiye yönelik tutuma etkisini belirlemektir. Çalışma, ön test son test kontrol gruplu olarak yarı deneysel araştırma deseni ile gerçekleşmiştir. Araştırma İç Anadolu bölgesinde bir devlet ortaokulunda öğrenim gören yedinci sınıf öğrencileri ile sağlanmıştır. Çalışmada öğrencilere Geometriye Yönelik Özyeterlik Ölçeği, Geometriye Yönelik İnanç Ölçeği ve Teknolojiye Yönelik Tutum Ölçeği uygulanmıştır. Ölçme araçlarından elde edilen veriler bağımsız örneklemler için t-testi ve bağımlı örneklemler için t-testi ile analiz edilmiştir. Çalışma sonucunda, deney ve kontrol gruplarındaki öğrencilerin geometriye yönelik öz yeterlik, inançları ve teknolojiye yönelik tutumları arasında deney grubu lehine anlamlı farka ulaşılmıştır. Elde edilen bulgular ışığında matematik öğretiminde farklı mobil uygulamaların kullanımı önerilmiştir.
Anahtar Kelimeler
duyuşsal davranışlar ADDIE tasarım modeli uzaktan eğitim geometri eğitimi mobil öğrenme
Kaynakça
- Alkhateeb, M. A. (2019). Effect of mobile gaming on mathematical achievement among 4th graders. International Journal of Emerging Technologies in Learning (iJET), 14 (07), 4-17.
- Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education 7(2), 91-119.
- Atan, M., & Shahbodin, F. (2018). Significance of mobile learning in learning Mathematics. In MATEC Web of Conferences (Vol. 150, p. 05049). EDP Sciences.
- Bandura, A. (1977). Self – Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191 – 215.
- Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: A 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal, 28 (1), 173-197. DOI 10.1007/s13394-015-0158-7
- Calder, N., & Campbell, A. (2016). Using Mathematical Apps with reluctant learners. Digital Experiences in Mathematics Education, 2, 50-69. DOI 10.1007/s40751-016-0011-y
- Cantürk - Günhan, B., and Başer, N. (2007). Geometriye yönelik öz-yeterlik ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 68-76.
- Çetinkaya, L. (2019). Mobil uygulamalar aracılığıyla probleme dayalı matematik öğretiminin başarıya etkisi. Eğitim ve Bilim, 44 (197). 65-84.
- Çontay, E. G. (2012). Geometrik cisimlerin yüzey alanları ve hacimleri konusunda yazma etkinliklerinin 8. sınıf öğrencilerinin başarılarına ve geometriye yönelik öz-yeterliklerine etkisi. Pamukkale Üniversitesi, Yüksek Lisans Tezi.
- Duman, B., & Özçelik, C. (2018). The Effect of the Creative Drama-supported Problem-based Learning Approach on the Self-efficacy Ability in Geometry. Universal Journal of Educational Research, 6(12), 2918-2924. DOI: 10.13189/ujer.2018.061227.
- Erdoğan, A., Baloğlu, M., & Kesici, Ş. (2011). Gender differences in geometry and mathematics achievement and self-efficacy beliefs in geometry. Eurasian Journal of Educational Research, 43, 188-205.
- Fabian, K. (2019). Student engagement in mobile learning activities: breakdowns and breakthroughs. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Utrecht, Netherlands. ffhal-02422207f
- Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3 (1), 77-104.
- İlhan, A. Gemcioğlu, M. ve Poçan, S. (2021). Matematik Başarısının Geometriye Yönelik Tutum ve Geometri İnancı ile İlişkisinin İncelenmesi. Mersin University Journal of the Faculty of Education, 17(1), 77-91.
- Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54.
- Kandil, S. & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50 (4), 557-576, DOI: 10.1080/0020739X.2018.1527407
- Kearney, M., & Maher, D. (2013). Mobile learning in maths teacher education: Using iPads to support pre-service teachers’ professional development. Australian Educational Computing, 27 (3), 76-84.
- Mccoach, B. (2007). Increasing Student Mathematics Self – Efficacy Through Teacher Training. Journal of Advanced Academics (JAA), 18(2), 278 – 312.
- National Council of Teachers of Mathematics [NCTM] (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM Publications.
- Nofriyanti, D., & Setyaningrum, W. (2019). Utilizing mobile phones in mathematics class: teachers’ and preservice teachers’ perceptions. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012081). IOP Publishing.
- Orçanlı, H. B. & Orçanlı, K. (2016). Bilgisayar destekli geometri öğretiminin 7. sınıf öğrencilerinin geometri başarısına ve geometri özyeterlik algısına etkisi. Sosyal Bilimler Araştırma Dergisi, 5(1), 80-97
- Paksu, A. D. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 87-97.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
- Peled, S., & Schocken, S. (2014). Mobile learning and early age mathematics. In I. A. Sanchez, & P. Isaias (Eds.), Proceedings of the 10th International Conference on Mobile Learning 2014. Proceedings of the 10th International Conference on Mobile Learning 2014, Madrid, Spain, 19-25 February (pp.19-25). International Association for Development of the Information Society (IADIS).
- Sunandar, Buchori, A., Rahmawati, N. D., & Kusdaryani, W. (2017). Mobilemath (Mobile Learning Math) media design with Seamless Learning Model on Analytical Geometry course. International Journal of Applied Engineering Research. 12 (19), 8076-8081.
- Taleb, Z., Ahmadi, A., & Musavi, M. (2015). The effect of m-learning on mathematics learning, Procedia-Social and Behavioral Sciences. 171 (2015), 83–89. doi: 10.1016/j.sbspro.2015.01.092
- Usher, E. L. (2008). Sources of middle school students’ self-efficacy in mathematics: A qualitativeI investigation. American Educational Research Journal, 46(1), 275-314.
- Uzunboylu, H., Cavus, N., & Ercag, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, 52, 381–389.
- Ünlü, M. & Ertekin, E. (2018). Ortaokul öğrencileri için Geometriye Yönelik İnanç Ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 26 (1), 39-48. DOI: 10.24106/kefdergi.346334
- Yenilmez, K. & Uygan, C. (2010). Yaratıcı drama yönteminin ilköğretim 7. sınıf öğrencilerinin geometriye yönelik öz-yeterlik inançlarına etkisi. Kastamonu Eğitim Dergisi, 18 (3), 931-942. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/49056/625884
- Yurdugül, H. & Aşkar, P. (2008). Öğrencilerin teknolojiye yönelik tutum ölçeği faktör yapılarının incelenmesi: Türkiye örneği. İlköğretim Online, 7 (2), 288-309. Retrieved from https://dergipark.org.tr/tr/pub/ilkonline/issue/8601/107109
- Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: Exploring mathematics outside the classroom. ZDM, 42 (7), 789-799.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Erken Görünüm Tarihi | 25 Ocak 2023 |
| Yayımlanma Tarihi | 31 Ocak 2023 |
| Kabul Tarihi | 13 Ocak 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 57 Sayı: 57 - EBD 57. Sayı |
