The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus

Pilli, Olga; Aksu, Meral

doi:10.1016/j.compedu.2012.10.010

Cited by 97 publications

(98 citation statements)

References 20 publications

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“…There is also large body of research regarding computer-assisted education (CAE hereafter), perceptions of computer self-efficacy, computer anxiety, and the technological attitudes of teachers and teacher candidates (Berkant, 2013;Celik and Yeşilyurt, 2013). The impact of CAE on students' achievement (Camnalbur, 2008;Pilli and Aksu, 2013) and motivation (Papastergiou, 2009;Balanskat et al, 2006) were investigated in those studies. Differing from previous studies, the current study examined perceived computer competence, attitudes towards CAE, intention of technology acceptance and the correlations among them.…”

Section: How Teachers Perceive Computer Technologies and Teaching Witmentioning

confidence: 99%

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Baturay¹,

Gökçearslan

2017

IJTEL

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Use of technology takes time and requires a paradigm change for teachers to adopt it. Teachers' readiness, how they behave and perceive technology integration or adoption process is particularly critical. The current study investigates the relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. The results indicate that computer ownership, the internet access and amount of daily computer use do not correlate with the attitude towards computer-assisted education (CAE). The internet access and computer ownership variables do not seem to have any relationship with the intention to technology acceptance. There is a significant and positive relationship among computer competence, attitude towards CAE, and intention to technology acceptance. Perceived usefulness and enjoyment have positive relationship with attitude towards CAE. Although perceived ease of use similarly has significant positive relationship with the attitude towards CAE, it does not predict the attitude towards it.

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Section: How Teachers Perceive Computer Technologies and Teaching Witmentioning

confidence: 99%

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

Baturay¹,

Gökçearslan

2017

IJTEL

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“…The change in perceptions toward mathematics learning was positive for the students in the experimental group, whereas the change in perceptions toward mathematics learning showed a small decrease in the control group. Previous experimental studies in the field have also argued that mathematics education integrated with computer-assisted technologies positively increased students' perceptions toward mathematics learning (Afari, Aldridge, Fraser, & Khine, 2013;Birgin, Bozkurt, Gürel, & Duru, 2015;McLaren et al, 2017;Pilli & Aksu, 2013;Soliman & Hilal, 2016). One reason to use computer-assisted software may be that it motivates students, as investing mental effort in instructional materials on a computer is seen as more "fun" than doing regular schoolwork (Kuiper & de Pater-Sneep, 2014;Yung & Paas, 2015).…”

Section: Discussionmentioning

confidence: 95%

“…Much of the mathematics software available for learning mathematical concepts provides students with more opportunity for drill-and-practice strategies with tutorials and simulations (Pilli & Aksu, 2013). Students can work on exercises in an interesting real-life-based context in the form of computer games or assessment through drilland-practice mathematics software (McCoy, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…The results of the students' assessments of problem-solving ability and academic achievement showed that both the experimental group and the control group increased their performance level when they worked on solving the problems and acquiring problem-solving skills. Many researchers (e.g., de-Marcos et al, 2016;Foster, Anthony, Clements, Sarama, & Williams, 2016;Maier et al, 2016;Pilli & Aksu, 2013;van der Kleij et al, 2012) believe that computer-based assessment and instruction is a powerful learning tool that affords many benefits to students, such as enhancing their learning performance, attracting their attention, and increasing their learning motivation.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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“…Özellikle öğrenci merkezli yaklaşımın benimsendiği son yıllarda, gerek öğretim programlarındaki değişiklikler gerekse öğrenme etkinliklerinde teknoloji kullanımına daha çok yer verilmesi öğrencilerin matematik dersine yönelik olumlu düşüncelerinin artmasına olanak sağlamaktadır (Bonaveri, vd., 2015;Jalal, vd. 2015;Pilli ve Aksu, 2013). Bu ortamlarda genellikle özel hazırlanmış eğitim yazılımlarında geliştirilen etkinlikler, animasyonlar, e-kitaplar, videolar gibi araçlara yer verilmektedir.…”

Section: Introductionunclassified

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

Çakıroğlu¹,

Baki²

2016

Eğitim Teknolojisi Kuram Ve Uygulama

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Some of the students develop negative attitudes towards mathematics because they think that mathematics include some topics which are difficult to understand. This study compares the attitudes of three group of students in 9th grade students towards mathematics in which one group use learning objects in classroom activities, one group in extracurricular activities and one group did not use the objects. Totally 76 (n1=24, n=26, n3=26) students participated to the study. Since the study was carried out as a quasiexperimental design, an attitude scale for mathematics was used as pretest and posttest and interviews were conducted inorder to discuss the attitudes in detail. In this regard, interviews were administered with four students from each two groups in which the learning objects were used. As a result, no significant difference in attitudes scores were noticed among groups used learning objects in different ways and the groups did not used learning object. Also, only a significant difference is determined between pretest and post attitude scores in the group in which learning objects were used in classroom activities. In attitudes towards mathematics, interest and features of the objects were the themas which come front. The results of the study suggest that learning objects may be used in classroom activities and also in extracurricular mathematics activities but do not provide a significant development in attitudes for students.

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The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus

Cited by 97 publications

References 20 publications

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

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