The effects of web supported instruction and use of instructional materials on students’ mathematics anxieties, attitudes and achievements
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CitationArslan, A. ve Özdemir, A. Ş. (2009). The effects of web supported instruction and use of instructional materials on students’ mathematics anxieties, attitudes and achievements. Maltepe Üniverstesi. s. 70.
The purpose of this study is to investigate the effects of web supported instruction and use of instructional materials on primary education students’ mathematics anxieties, attitudes and achievements. In line with this purpose, the effects of web supported instruction and use of instructional materials on anxiety, attitude and achievement were investigated in groups matched in terms of mathematics achievement, mathematics anxieties, mathematics attitudes, computer attitudes and gender. Being of an experimental nature, this study was conducted with total of 90 students at the Mehmet Akif Ersoy Primary School located in the Sultanbeyli town of the ˙Istanbul province. The Mathematics Achievement Test, Mathematics Anxiety Scale, Mathematics Attitude Scale, Computer Attitude Scale and Personal Information Form, are the instruments used for data collection. All the instruments were tested for validity and reliability. Following the matching activities carried out with these instruments, application activities were performed and the Mathematics Achievement Test, Mathematics Anxiety Scale and Mathematics Attitude Scale were re-applied as the post-test, and the hypotheses were tested. Then, for the purpose of testing the permanency of the applications, the aforementioned tests were re-applied eight weeks later, and data obtained at three different times were compared with each other. Two of the total of fifteen hypotheses in the study were rejected and thirteen were adopted as a result of their statistical investigation. As a result of the hypotheses tests, it was concluded that both web supported instruction and use of instructional materials have significant and permanent effect on anxiety and achievement. However, it was also seen that the different teaching environments in the study had no significant effect on student’s mathematics attitudes.
SourceInternational Conference of Mathematical Sciences
- Makale Koleksiyonu 
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