Journal of Computer and Education Research

23-50

Authors: Semra KIRANLI GÜNGÖR,Yusuf YILDIRIM

In this study, the views of information technologies guide teachers working in primary schools with respect to the problems they encounter about computer occupational ethics and their solution offers aimed at these problems have been tried to be presented. This research, figured in accordance with the qualitative research processes, is a case study. The target population of this study is consisted of information technologies guide teachers working in the primary schools located in the city centre of Eskişehir in 2013-2014 academic years. Total 22 voluntary information technologies guide teachers participated in to the study. The data have been collected through semi-structured interview method. Content analysis has been used for data analysis. The findings concerning the themes procured at the end of the analysis have been presented with tables. Frequency calculation has been used in the study in accordance with the aims of digitizing quantitative data. Sample sentences have been cited in relation to the sub-themes via findings and interpretations. At the end of the research it has been observed that the participants, generally, could not give complete and correct answers to the questions related to computer ethics. It may be recommended that “Computer Occupational Ethics” lesson be evaluated within the scope of compulsory lessons in all departments related to computer.

74-90

Authors: Mihriban HACISALİHOĞLU KARADENİZ,Ümit AKAR

The aim of this study is to examine the effect on the success of the students “Bisector and Median correspond at a point in a triangle” findings stated within Geometry course curriculum by using computer assisted teaching program Dynamic Geometer’s Sketchpad. During this study quasi experimental design was used on preliminary and posttest groups. This research was conducted on twenty five 10th grade students studying Computer Information Systems (CIS) at Technical and Vocational High School. “A Success Test” consisting of 12 questions which had been previously formed through the observations of specialized teachers was used as preliminary and posttests. Each group was chosen without any meaningful difference between preliminary test results gathered. Two groups were formed due to preliminary test results: an experiment group T-10 class (13 students) and a control group A-10A (12 students). It was targeted to access findings developed by Dynamic Geometer’s Sketchpad programmed in the experiment group but the control group wasn’t intervened. An independent sample t-test on pair comparison was used among different groups paired samples t-test was used on pair comparison among same groups. Findings achieved during the study revealed that Dynamic Geometer’s Sketchpad was more effective on students’ success than traditional teaching methods. A meaningful difference on behalf of the experiment group was determined within the independent sample t-test conducted on final test results. [t(23)=3.176, p< .05]. These findings indicate that Dynamic Geometer’s Sketchpad software used in the experiment group is more effective on students’ success compared to traditional teaching methods used in control group.

111-133

Authors: Orhan ÇİFTCİ ,Enver TATAR

The purpose of this study is to compare the effectiveness of using a dynamic software or tools (compass, straightedge) for geometric drawings in lines and angles on the achievement of pre-service mathematics teachers and to bring out the opinions of pre-service mathematics teachers on using compass-straightedge or a dynamic software for teaching geometry. The data in this study which conducted with 55 pre-service teachers, 24 for the first experimental group and 31 for the second experimental group, has been gathered by focused group interviews and achievement test. Based on the analysis of the study data, there is not a significant difference determined on the achievement level of the group 1 teachers who use a dynamic software and the group 2 teachers who use compass-straightedge. In addition, it is determined that using compass-straightedge or a dynamic software has positive impact on pre-service teachers’ achievement. The vast majority of the group 1 teachers have supported the use of a dynamic software in terms of “effective in complicated drawing”, “saving of time” and “comprehending terms more effectively. The vast majority of the group 2 teachers have supported the use of compass-straightedge in terms of “making drawing easier”, “retention in learning” and “having more fun”.

152-165

Authors: Güzide ÖNER,İbrahim YILDIRIM, Mehmet BARS

This study aims to investigate the effect of blended learning on students’ achievement for the topic of quadratic equation in mathematics education. The sample of the study consists from 34 student of tenth class of Oğuzeli Multi Programming High School of Gaziantep city at the 2012-2013 Education and training term. 10 questioned exam were used for pre-test and 10 questioned another test were used for post-test as data collecting tool. Arithmetic average, independent-samples t-test and paired-samples t-test were used to analyze the data. The findings of this study showed that there is a significant increase in students' achievement scores in instructional applications of the face to face learning approach. Likely there is also a significant increase in students' achievement scores in instructional applications of the blended learning approach. However there is not any statistically significant difference in achievement scores of students between the face to face and blended learning groups.