Yucel CETIN1, Seref MIRASYEDIOGLU2, Erdinc CAKIROGLU3
1Etimesgut Science and Art Centre, TURKEY.
2Baskent University, TURKEY.
33 Middle East Technical University,TURKEY.
DOI: 10.14689/ejer.2019.79.9
ABSTRACT
Purpose: In the constantly changing and evolving world of today, there is a need to raise individuals who are able to renew themselves, learn autonomously, and have higher order thinking skills such as critical thinking and deducing. The purpose of the present study is to investigate the effects of Technology Enhanced Problem-Based Learning Activities (TEPLA), developed with regard to the aforementioned need, on learners’ attitudes towards mathematics and academic achievement in mathematics through qualitative data in order to designate the underlying causes of these effects. Method: In the research, conducted as a case study, the analysis of the written and oral interviews were held with students using “Student Interview Form” in order to analyze the effect of TEPLA on the attitudes towards mathematics and mathematics achievements of study group students who were applied TEPLA by the first author. Findings: The analysis revealed two main dimensions affecting the association between TEPLA and learners’ attitudes towards mathematics: Affection and Usefulness, which comprised five and three distinct reasons, respectively. On the other hand, ten factors were defined to account for the impact of using TEPLA on learners’ mathematics achievement. Implications for Research and Practice: The research findings suggested that learners found TEPLA interesting and meaningful. Thus, it can be suggested that the impact of TEPLA on learner motivation can also be investigated using a motivation scale. Moreover, learners stated during interviews that they achieved retention in learning thanks to TEPLA. Thus, the finding regarding TEPLA’s impact on retention can be further investigated quantitatively.