Energy Education Science and Technology Part B: Social and Educational Studies 2012 Volume (issue) 4(3): 1663-1672
The effect of computer based instruction method on instruction of ratio-proportion and development of proportional reasoning * Abdullah Kaplan l ,**, Mesut Ozturk2 IAtalz/rk University, Department ofElementary School Mathematics Education, Erzurum, Turkey 'Atatiirk Elementary School, Mathematics Teachel; Agri, Turkey
Received: 01 August 2011; accepted: 07 September 2011
Abstract This study aims to compare traditional aod innovative computer based instruction and traditional instruction methods by using traditional and innovative computer based software and to investigate the advantages of the instructional methods when compared to others. The sample of this study is composed of N = 141 students who are studying in Ataturk and Ramiz Erdem Elementary Schools in Agri city center in 2010-2011 academic years. ANCOVA was used in the data analysis. The result of analysis revealed that there was meaningful intergroup difference on the effect of academic success. When considering the means, the mean of the experiment group with traditional computer based instruction was higher than means of others in academic success. When comparing experiment group with innovative computer instruction aod control group, the mean of experiment group was higher than the mean of control group.
Keywords: Innovative Computer Based Instruction; Traditional computer based instruction; Ratio proportion; Proportional reasoning
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1. Introduction The importance of information has been increasing day by day with an effort to keep up with rapidly evolving technology and it has been starting to see as an important problem how to use information and how to transfer it. In this context, studies calTied out in Turkey as in the entire world [1- 4]. Educational institutions in Turkey had tried to improve education with .. Corresponding author. Tel.: +90-442-231-4218; fax: +90-442-236-0955. E-mail address:
[email protected] (A. Kaplan).
'This study is a part of second researcher's master thesis.
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the way of transferring infonnation based on traditional instruction methods tiIl2005. However, these methods were not sufficient in bringing the infonnation also raised in the different testing methods and Educational institutions also have been starting to apply the constlUctivist approach. Beside the advantage of the new approach, this system also brought some problems, such as the lack of teachers and the learning environment is not ready. In this context, several training seminars have been arranged for teachers tried to give them a new approach and the learning environment has been making appropriate by developed various projects. Dewey [5] evaluated as opposite two views the traditional and the innovative approach and in traditional instruction, while telling subject of the teacher's was lived, it was stated that students must provide their own learning with a progressive understanding of the principle of individualization of il1l1ovative instruction. While in the traditional understanding of training pen, paper, wood, chalk quartet educational environment is seen as sufficient material, in innovative educational concept overhead projector, smart board, computer, materials are required to use. Mathematics that has the large number of abstract concepts is being suffered to learn by students. These materials provide opportunity solidifying the student's educational enviromnent, learning by doing and experiencing. Before' all of this material, the computer can be showed the necessary material [2, 6- 10]. Computer concepts in teaching embodies the concepts of abstract, helps to build based on love the establislnnent of mathematical relationships [11]. Nevertheless it facilitating students understand the lesson; helps to the teaching course in the educational environment [12]. Computer, have effective on resolving the misconception [13] and retention of knowledge [12]. In order to raise student achievement, education - student learning process as much as possible by using the sensory organ, using the computer as a tool to help the teacher called computer based instruction (14]. Computer based instruction in general, as the traditional and innovative approaches to computer based instruction can be grouped under two headings. When first used in the computer h'aining and is widely used in the ongoing "Drill and Practice" and "Tutorials" prepared in the fonn of software tools for traditional computer based instruction approaches. Dialogue-based software, spreadsheets, simulation, micro-worlds, hypennedia and internet are software for the innovative approach to computer based instruction [1, 15]. Baki [1], implementation of innovative computer based instruction mentions epistemological foundation that is the same as different two types of approaches, one of them is learning through programming and another is learning through discovery. The first of these ways 'of learning, the programming through the use of the program are offered subject to prior and then solved samples are re-solved by means of program and student reaches the logic itself or student is reached. The second way in learning through the invention of the teacher selects open-ended working threads, working papers are prepared and while the student makes application on computer, teacher concern its students as an individual and directs students by an open-ended questions. There are three different factors in.the success of computer based instruction [16]: 1. Hardware: They; are machines and add-ins of the computer. Today, there are many computers with different specifications and the operating system, but the selection of equipment to be used in schools of education should be taken into account of the needs. 2. Course Software: Preparation of educational software and computer based instruction become as an area of expertise, and as long as the development of a long, costly and requires a multi-faceted research. Educational software by teachers in each school is prepared
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separately beside that in a single center in partnership with the school prepared and applied to each. 3. Teacher Education: The World countries for computer-based education pre-service and in~service teacher training are carried out as a two-way. In-service training provides an advantage by having made in short term and pre-service provides persistent and more ' effective way to solve. Tatar [17], conducted a study comprised 58 department of elementary education in the faculty of education students. He divides two different group students, used to dynamic mathematics software in the first group and traditional instruction in the other group in the teaching of trigonometry. This study computer assisted instruction method and traditional instruction method to the success compared. The result of this study determined, computer assisted instruction method is success than traditional teaching. In this study, student achievement evaluated in terms of academic success, therefore investigated the effectiveness of using two different approaches of the course software. 1.1. Importance of research:
Developing technology increases the importance of information accordingly transferring of knowledge also increases the impoliant of itself. Varieties of teaching methods have been developed for the transfer of Imowledge. Computer based instruction is one of these methods. There .are ways and various approaches in an application of a method. This is true for computer based inshuction. In this study, traditional computer based insh'uctional software, innovative computer based instructional software and traditional inshuction enviromnent of the application will be compared in terms of academic achievement tried to hit and which one is more effective. In this study, computer based instruction to implement a teacher training and educational enviromnent at the choice of using traditional software and innovative software that will help them to choose which one is best for them. In addition, the studies of teaching in teacher training institutions are expected to encourage the members to use the constructivist approach. 1.2. Aim of the Study:
The overall objective of the study is, Primary 6 Rate Grade math class - and teaching of ratio-proportion and proportional reasoning in the development of innovative computer based instruction methods, traditional computer based instruction method and comparing traditional instruction environment of the application is to ascertain the impact of academic success. 1. 3. Research problem:
Ratio of proportion and proportional reasoning in the development of teaching the computer to reveal the effect of these studies try to answer the following sub-problems. Research sub-problems: 1. Is there any effect primaty 6 Rate class in math class - teaching of proportion and proportional reasoning in the development of ilIDovative computer based instruction, effect on students' academic achievement compared to traditional computer based instruction? 2. Is there any effect on students' academic achievement compared to traditional instruction and traditional computer based inshuction in developing primary 6 Rate Grade math class - teaching of proportion and propOliional reasoning?
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3. Is there any effect on students' academic achievement compared to traditional instruction and of innovative computer based instruction, in the development primary 6 Rate Grade math class - teaching of proportion and proportional reasoning? 2. Method
In this section, some information is given about the universe of research, sampling, data collection and data analysis information.
2. 1. Population and sample The research population is being in Central district of Agri province 3393 students who continue to six grades. IT class was selected with the selection of samples of a school to ensure in terms of information to in-depth due to working is made up with computer. For this, in study, purpose sampling method was chosen instead of non-random sampling methods. The sample of the research consist of 66 students who goes on six grades in Ramiz Erdem Elementary School in Agri. 75 students who goes to six grade in Agri Ataturk Central Elementary School took place in application of the test pilot, translation of test questions prepared by the classic and validity studies, reliability. Table 1. The distribution of students involved in the a.I!P.lication AQl'lication Pilot Application ofthe Test (Ataturk Central Elementary School) Last Application (Ramiz Erdem Elementary School) Total
Number of Students 75
66 141
2. 2. Data collection tool
In academic achievement test preparation, there are two sections the first section is ratio proportion and in other departments, including proportional reasoning and achievement test questions were developed in two sections in mind. Ratio and proportion in the development of questions; the pool of questions prepared by the researcher and in this pool of questions there are category of preparation of the questions such as, National Ministry of Education organiz~d by the placement exam questions emerged and placement test questions prepared by publishers and beside that some necessary changes makes and questions prepared by the four elementary math teacher. Proportional reasoning questions made by Akkus and Duatepe Paksu [18] which is "Proportional reasoning skills test, and test scoring for the degree of development" work to fit the pre-and post-test to be applied as an achievement test was developed into a classic exam. Developed primarily to test the validity of the scope of the test questions are prepared and measured for the target behavior table specifying the desired !'eature whether measure or not to be observed and after the questions was examined by three experts in the field of itself. While the test pilot application is being done, students who go to Ataturk Central Elementary School give their answer and according to their answer test questions options are designed after this arrangement, applied to the same school with a 20 question test question~, trust of the questions were calculated by Cronbach Alpha as 0.706.
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2. 3. Data analysis In the study three groups involved and the effect of an independent variable to a dependent .
,.
variable were investigated. For this purpose, analysis of variance ANOVA was used with SPSS 16.0 package program, and Kolmogorov-Smil110v Z test, analysis of covariance (ANCOVA) was used for values of nonnality. Analysis of covariance, two or more groups, used to compare the averages of the dependent variable [19]. 2. 4. Research method In this research, innovative computer based instruction in math class, traditional computer based instruction in math class and h'aditional instruction methods are planned to test the effect on students' academic achievements. For this purpose, (Innovative computer based instruction, traditional computer based instruction, traditional instruction) it will be tried to see the effect of the independent variables on dependent variables (academic success, attitudes towards mathematics). In research true experimental designs pre-test - post test control group design will be used randomly. Groups composed with random assignment from the subject pool, which is design before [20].
2. 5. Experiment process and data collection At the beginning of the research pre-test was applied to all groups. After the pre-test, traditional inshuction was applied to the control group. The first of experimental groups was made traditional computer based insh'uction by using traditional computer based instruction software. In this application's preparation, Vitamin computer software, which was appropriate, was used traditional inshuction tools for computer based tutorials. The second of experimental groups was used teaching of mathematics software which was prepared by two primary mathematic teachers and innovative computer based instructional software in accordance with micro-worlds of researchers.
Fig. 1. Activity selection screen.
Fig. 2. The first activity ratio.
As you see in these pages, you can enter to application from the main page that contains 5 different activities. There are two different events for the creation of the concept of ratio. The first of these "The Flintstones" cartoon character Fred Flintstone balloon blasting thrown the spear is a ratio of minor. The second event is in the activity of a lemonade preparation. Questions were
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solved in work sheet as appropriate to these activities and with the help of these activities questions in work sheets were solved.
Fig. 3. The second activity ratio
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Fig. 4. The fIrst activity proportion.
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Fig, 5, The second activity proportion.
Fig. 6. Activity proportional reasoning.
In the creation of the concept of proportionality two different events are designed. The fIrst of these is the hero of the Turkish Tale of Nasreddin Hodja and the second relates to the maps and scales. Appropriate questions in these work sheets were solved by students. Activity was prepared to proportional reasoning as well. Again, the heroes of the cartoon the characters used the Popeye, Kabasakal and SafInaz and appropriate questions were resolved in work sheets. During the period of being done this activity, working papers, which was prepared by researchers previously, distributed to students and while the student were dealing with these sheets, teacher concerned with students as an individual and teacher provided the effectiveness of education by intervening in place where the students did not understand. This study lasted for three weeks for all groups and in each of these weeks has been the 4 hour course. In table 2, processing and times are shown to some groups. 3. Findings
;
Achievement test scores of groups of pre-and post-test statistics are given in the following tables. Preliminary test results of the pretest scores between the groups by one-way ANOVA results, no statistically signifIcant differences were found (F(2.60) = 0.796, P > 0.05). Experimental and control groups in academic achievement between the mean corrected
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posttest analysis· of covariance to test whether there is difference or not and it was controlled weather conditions provided or not given covariance analysis. It was controlled with Kolmogorov-Smimov Z test whether measurements is normally distributed or not and results are given in Table 3. Table 2. Applications based on methods of instruction weeks Groups Experiment I
Experiment 2
Control
Topics (ratio - proportion) related to the concepts and principles (The correct proportion, and interior product of mutually exclusive) introduced by the software In prepared software, activities were done which were about rate. Questions which were related to the activities were solved by students individually. of ratio and Concepts proportion introduced students and with this concept questions that were in the textbook, special publications were solved on the board by students
Weeks 2 Examples of the concepts introduced in the previous week were solved via software and retrieved feedbacks.
3
Question's solution was made with this concept by giving to the concept of proportional reasoning.
In prepared software, activities were done which were about rate. Questions which were related to the activities were solved by students individually The proportional reasoning introduced by using concepts of ratio and proportion.
In prepared software, activities were done which were about rate. Questions which were related to the activities were solved by students individually. Ratio - proportion and proportional reasoning related to the exercises are solved.
Table 3_ Experiment and Control Groups are on the measurements with normality the Kolmogorov-Smirnov Test Z. Groups
Measures
Pretest Posttest Pretest Pastiest Pretest Posttest
Experiment-I Experiment-2 Control
Ks-Z 0.16 0.13 0.18 0.14 0.12 0.11
N 22 22 22 22 22 22
p 0.16 0.20 0.08 0.20 0.20 0.20
When table 4 is examined, pretests mean scores of groups that are close to each other. In addition, Table 4, the experimental group posttest average scores rose than pretest average score and we can also see that control group scores were unchanged. To detennine which group is more progress must be tested by analysis of covariance. Table 4. Pre-and post-test mean scores and standard deviation values Pre test Groups Experiment-I Experiment-2 Control
Post test
Adjusted post test
X
SS
X
ss
X
SS
37.73 40.23 36.59
17.44 18.48 14.34
54.32 72.27 36.59
11.68 15.01 14.34
54.86 71.66 36.19
2.79 2.75 2.81
As a result of analysis of covariance, experiment I which was used in traditional computer based instruction software and experiment 2 which was used innovative computer based
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instructional software and whet the students in control group, who were applied traditional insttuction and achievement test scores after adjustment for pretest, under control, it can be seen that there are differences between the adjusted post-test mean score, We should look at table 5 whether this difference is significant or not Table 5. ANCOVA is comparison of the results of three different groups Source ofthe variance Sum of sguares SD Mean sguares F Significance level Corrected Model Intercept Pretest Group_measurement Error
Corrected sum
1.598,348 1,819,239
5 I
319,669 1,819,239
19.292 109.79
0.000 0.000
21,378 1,684,311 9,942,275 25,925,758
1 2 60 65
21,378 842,155 165,705 65
0.129 5.082
0.721 0.009
According to the table, between students' adjusted posttest scores students' pretest scores there is significant difference (F (2,60) = 5,082; p = 0.009; P < 0,05). Students' academic achievements show the differences according to the method of teaching. Looking at the averages of the con'ected, the most successful group of innovative software used computer based instruction but if the software used in traditional computer based instruction group appears to be more successful than traditional instruction, 4. Conclusions and recommendations The results of this research shows that in teaching mathematics using computer and with the help of the computer doing something related to mathematics provided embody and shown to be effective in teaching [21-32] , In addition, computer based instruction in both traditional and innovative approach to computer based instruction, this study compared the new computer based instt'uction software, and the result is computer based instruction software have been more successful tt'aditional. This comparison showed us that we must not use computer in giving a lecture during the lesson and we must use computer with the aim of creating of a leaming environment In the computer enviromnent, students should not be given as information becomes available so we must make them to reach infonnation by themselves in computer environment. After making lesson because of the students going through to the by heart, we must prepare question in computer environment for students to solve itself, Turkish education system should be adapted to computer system and a variety of innovative software to make computer based instruction must be provided and submitted to the students and teachers, We used to teaching material from interesting and challenging in the educational enviromnent [9]. Nevertheless in order to ensure a more effective education of teacher's in-service training should be provided to use the software better, and various courses, this software will be introduced during pre-service teacher candidates, ;
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