The Effect of Technology Assisted Instruction on Comprehension of Division

Abstract

The aim of this study is to examine the effect of technology-assisted instruction on academic achievement and gender variable in mathematics 2nd grade division process. Quantitative research model and quasi-experimental design with a control group were used in this research. The study group consists of 32 students studying in the 2nd grade of a public primary school in Tuzla, Istanbul, in the 2nd semester of the 2020-2021 academic year. The technology-supported teaching method was applied to the students in the experimental group, and the constructivist teaching method was applied to the students in the control group for 12 lesson hours, where one lesson was 30 minutes.The 10-question division process selected from the Başak publications 2nd grade mathematics textbook, which was taught in the 2018-2019 academic year of the Ministry of National Education, was determined as an achievement test. Before applying the "achievement test" as the data collection tool, a pretest was applied in order to test whether there is a significant difference between the experimental and control groups, and posttest was applied in order to compare the achievements after the application. In the study, statistical data analyses were performed by using SPSS Windows 25.0 and Excel programs. The significance level was accepted as p<0.05 during the evaluation of the results. Considering that the p-value of the pretest among the results of the t-test was higher than 0.05, it was observed that there is no significant difference between the students in the experimental group and control group before teaching the course. It was understood that there is a significant difference in favor of the experimental group since the p-value of the post-test was lower than 0.05. Considering the change in the posttest scores of the students according to gender, it was determined that there is no statistically significant difference among the posttest scores according to the gender of the student (p>0.05).