DOI: 10.17522/balikesirnef.1805203 ISSN: 1307-6086

The Effects of GeoGebra-Assisted Instruction on Achievement, Attitudes, and Students’ Opinions in Fractions

Merve İzci, Ruhşen Aldemir Engin
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This study aimed to investigate the impact of GeoGebra-supported instruction on fractions on student achievement and attitudes toward mathematics, as well as to evaluate student opinions. In the quantitative part of the study, changes in achievement and attitude were identified using a quasi experimental design applied to a single group. In the qualitative part, student opinions were examined. The sample of the study consisted of 40 sixth-grade students attending a public middle school in the center of Kars province. The study lasted 20 class hours. Quantitative data were collected using a fractions achievement test and the Attitude Scale Towards Mathematics (Önal, 2013), while qualitative data were collected using semi-structured interview forms. The t-test was used in the quantitative data analysis, and content analysis was used in the qualitative data analysis. The results showed that GeoGebra-supported teaching was effective in increasing student achievement and attitude. It was also found that the majority of students saw understanding the subject better with GeoGebra and making the lesson more enjoyable as advantages. It was determined that most students did not mention any disadvantages. Most students suggested solving more questions related to the topic in class.

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