Açılar Konusu Öğretiminde Geogebra Kullanımının 6. Sınıf Öğrencilerinin Geometriye Yönelik Kaygı, İnanç ve Başarısına Etkisi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Alanya Alaaddin Keykubat Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, GeoGebra dinamik geometri yazılımının ortaokul 6. sınıf
öğrencilerinin açılar konusundaki akademik başarılarına, geometriye yönelik kaygılarına
ve inançlarına etkisini incelemektir. Çalışma, 2022-2023 eğitim öğretim yılında Antalya
ilinin Alanya ilçesinde bulunan bir devlet okulunda gerçekleştirilmiştir. Araştırmada
deney ve kontrol grupları oluşturulmuş, deney grubuna GeoGebra yazılımı ile
desteklenen geometri etkinlikleri uygulanmıştır. Ön test-son test kontrol gruplu yarı
deneysel desen kullanılarak yapılan bu çalışmada, veri toplama araçları olarak başarı testi,
geometriye yönelik kaygı ölçeği ve geometriye yönelik inanç ölçeği kullanılmıştır.
Öğrencilerin hazır bulunuşluk düzeyleri, başarı testi sonuçları, kaygı ve inanç düzeyleri
incelenmiştir.
Hazır bulunuşluk testi sonuçlarına göre, kontrol grubundaki öğrenciler deney
grubuna göre daha yüksek başarı düzeyine sahipti. Çalışma sonrası yapılan başarı testi
sonuçlarına göre, deney grubundaki öğrencilerin başarılarında anlamlı bir artış
gözlemlendi, ancak bu artış kontrol grubunun başlangıçtaki yüksek başarı düzeyini
kapatmaya yetmedi. Kovaryans analizi, deney grubundaki öğrencilerin başarı testi
puanlarının, kontrol grubundaki öğrencilerden anlamlı derecede farklı olduğunu, ancak
bu farkın etki büyüklüğünün küçük olduğunu göstermiştir. Deney grubundaki
öğrencilerin geometriye yönelik kaygı düzeylerinde anlamlı bir düşüş gözlemlenirken,
kontrol grubunda anlamlı bir değişiklik tespit edilmemiştir. Bu durum, GeoGebra
yazılımının kaygıyı azaltmada etkili olduğunu göstermektedir. Hem deney hem de
kontrol gruplarında, geometriye yönelik inanç düzeylerinde anlamlı bir değişiklik
gözlemlenmemiştir. Bu bulgu, dinamik geometri yazılımlarının kısa vadede öğrencilerin
inançlarını dönüştürmede yetersiz kalabileceğini göstermektedir.
This research aims to examine the effect of GeoGebra dynamic geometry software on the academic achievement of 6th grade secondary school students about angles, their concerns and beliefs about geometry. The study was carried out in a public school in Alanya district of Antalya province in the 2022-2023 academic year. In the research, experimental and control groups were created, and geometry activities supported by GeoGebra software were applied to the experimental group. In this study, which was conducted using a quasi-experimental design with a pretest-posttest control group, achievement test, geometry anxiety scale and geometry belief scale were used as data collection tools. Students readiness levels, achievement test results, anxiety and belief levels were examined. According to the readiness test results, students in the control group had a higher level of success than the experimental group. According to the results of the achievement test conducted after the study, a significant increase was observed in the success of the students in the experimental group, but this increase was not enough to compensate for the initial high level of success of the control group. Analysis of covariance showed that the achievement test scores of students in the experimental group were significantly different from those of students in the control group, but the effect size of this difference was small. While a significant decrease was observed in the geometry anxiety levels of the students in the experimental group, no significant change was detected in the control group. This shows that GeoGebra software is effective in reducing anxiety. No significant change was observed in the levels of belief in geometry in both the experimental and control groups. This finding shows that dynamic geometry software may be insufficient to transform students' beliefs in the short term.
This research aims to examine the effect of GeoGebra dynamic geometry software on the academic achievement of 6th grade secondary school students about angles, their concerns and beliefs about geometry. The study was carried out in a public school in Alanya district of Antalya province in the 2022-2023 academic year. In the research, experimental and control groups were created, and geometry activities supported by GeoGebra software were applied to the experimental group. In this study, which was conducted using a quasi-experimental design with a pretest-posttest control group, achievement test, geometry anxiety scale and geometry belief scale were used as data collection tools. Students readiness levels, achievement test results, anxiety and belief levels were examined. According to the readiness test results, students in the control group had a higher level of success than the experimental group. According to the results of the achievement test conducted after the study, a significant increase was observed in the success of the students in the experimental group, but this increase was not enough to compensate for the initial high level of success of the control group. Analysis of covariance showed that the achievement test scores of students in the experimental group were significantly different from those of students in the control group, but the effect size of this difference was small. While a significant decrease was observed in the geometry anxiety levels of the students in the experimental group, no significant change was detected in the control group. This shows that GeoGebra software is effective in reducing anxiety. No significant change was observed in the levels of belief in geometry in both the experimental and control groups. This finding shows that dynamic geometry software may be insufficient to transform students' beliefs in the short term.
