An Inquiry into the Underlying Reasons for the Impact of Technology Enhanced Problem-Based Learning Activities on Students' Attitudes and Achievement

Autor/inn/en	Cetin, Yucel; Mirasyedioglu, Seref; Cakiroglu, Erdinc
Titel	An Inquiry into the Underlying Reasons for the Impact of Technology Enhanced Problem-Based Learning Activities on Students' Attitudes and Achievement
Quelle	In: Eurasian Journal of Educational Research, (2019) 79, S.191-208 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cetin, Yucel) ORCID (Cakiroglu, Erdinc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Influence of Technology; Problem Based Learning; Learning Activities; Student Attitudes; Academic Achievement; Mathematics Instruction; Mathematics Achievement; Grade 9; High School Students; Foreign Countries; Experimental Groups; Control Groups; Thinking Skills; Technology Integration; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Lernaktivität; Schülerverhalten; Schulleistung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Denkfähigkeit
Abstract	Purpose: In the constantly changing and evolving world of today, there is a need to raise individuals who are able to renew themselves, learn autonomously, and have higher order thinking skills such as critical thinking and deducing. The purpose of the present study is to investigate the effects of Technology Enhanced Problem-Based Learning Activities (TEPLA), developed with regard to the aforementioned need, on learners' attitudes towards mathematics and academic achievement in mathematics through qualitative data in order to designate the underlying causes of these effects. Method: In the research, conducted as a case study, the analysis of the written and oral interviews were held with students using "Student Interview Form" in order to analyze the effect of TEPLA on the attitudes towards mathematics and mathematics achievements of study group students who were applied TEPLA by the first author. Findings: The analysis revealed two main dimensions affecting the association between TEPLA and learners' attitudes towards mathematics: Affection and Usefulness, which comprised five and three distinct reasons, respectively. On the other hand, ten factors were defined to account for the impact of using TEPLA on learners' mathematics achievement. Implications for Research and Practice: The research findings suggested that learners found TEPLA interesting and meaningful. Thus, it can be suggested that the impact of TEPLA on learner motivation can also be investigated using a motivation scale. Moreover, learners stated during interviews that they achieved retention in learning thanks to TEPLA. Thus, the finding regarding TEPLA's impact on retention can be further investigated quantitatively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01