Effect of the GeoGebra Software-Supported Collaborative Learning Environment on Seventh Grade Students' Geometry Achievement, Retention and Attitudes

Autor/inn/en	Birgin, Osman; Topuz, Faden
Titel	Effect of the GeoGebra Software-Supported Collaborative Learning Environment on Seventh Grade Students' Geometry Achievement, Retention and Attitudes
Quelle	In: Journal of Educational Research, 114 (2021) 5, S.474-494 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Birgin, Osman) ORCID (Topuz, Faden)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1983505
Schlagwörter	Courseware; Cooperative Learning; Instructional Effectiveness; Direct Instruction; Textbooks; Mathematics Instruction; Mathematics Achievement; Geometry; Geometric Concepts; Concept Formation; Algebra; Retention (Psychology); Grade 7; Early Adolescents; Middle School Students; Student Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lernsoftware; Kooperatives Lernen; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geometrie; Elementare Geometrie; Concept learning; Begriffsbildung; Merkfähigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Ausland; Türkei
Abstract	The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students' geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students' geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students' attitudes toward geometry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01