The Effects of ICT on Student Achievement in Mathematics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73597466" target="_blank" >RIV/61989592:15410/19:73597466 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333177352" target="_blank" >https://obd.upol.cz/id_publ/333177352</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2019.0359" target="_blank" >10.21125/iceri.2019.0359</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Effects of ICT on Student Achievement in Mathematics

Popis výsledku v původním jazyce

The purpose of this paper is to show how the rapid growth of Information and Communication Technologies, (ICT) is central to school efforts to improve student outcomes. This study investigates the effectiveness of using GeoGebra software on Mathematics learning among more than one hundred pre-service teachers in the Czech Republic. Learning Mathematics involves understanding the theories and formulas and the challenge for the students is to explore complex problems. With advances in multimedia technology, learning difficulties can be overcome. In addition, just GeoGebra has become a tool that can help teachers to design effective instructional lessons. GeoGebra has not yet widely used in teaching prospective teachers at Faculties of Education within the Czech Republic, however. Therefore, a study on the effectiveness on student achievement GeoGebra has to be conducted to see how it can be beneficial to improve the education system in the Czech Republic. This study applied quasi-experimental research design involving 105 students - prospective teachers of mathematics at upper elementary schools. Students were divided into two groups - the experimental group and the control group. The experimental group was taught about how to use GeoGebra to explore facts concerning with Platonic solids. The control group studied Platonic solids by pen-and-paper-based observational methods only. The difference between pre and post- performance test determines whether the GeoGebra software influenced the students’ achievement on understanding facts about Platonic solids. The research procedure consisted of three phases. The first phase was the pre-achievement test consisted of several easy questions concerning regular polyhedrons – this test was the same for both groups. The second phase was the intervention phase of the experimental group by using GeoGebra while the control group was taught using traditional teaching methods. Finally, the third phase was the post-performance test concerning the most important problems connected with polyhedrons to both groups after one month. Based on Mann-Whitney U test, the difference in the mean scores for the two tests showed that experimental group performed better than the control group. Based on the findings, it could be stated the using of GeoGebra software has positive impact on students’ achievement in problems of Platonic solids.

Název v anglickém jazyce

The Effects of ICT on Student Achievement in Mathematics

Popis výsledku anglicky

The purpose of this paper is to show how the rapid growth of Information and Communication Technologies, (ICT) is central to school efforts to improve student outcomes. This study investigates the effectiveness of using GeoGebra software on Mathematics learning among more than one hundred pre-service teachers in the Czech Republic. Learning Mathematics involves understanding the theories and formulas and the challenge for the students is to explore complex problems. With advances in multimedia technology, learning difficulties can be overcome. In addition, just GeoGebra has become a tool that can help teachers to design effective instructional lessons. GeoGebra has not yet widely used in teaching prospective teachers at Faculties of Education within the Czech Republic, however. Therefore, a study on the effectiveness on student achievement GeoGebra has to be conducted to see how it can be beneficial to improve the education system in the Czech Republic. This study applied quasi-experimental research design involving 105 students - prospective teachers of mathematics at upper elementary schools. Students were divided into two groups - the experimental group and the control group. The experimental group was taught about how to use GeoGebra to explore facts concerning with Platonic solids. The control group studied Platonic solids by pen-and-paper-based observational methods only. The difference between pre and post- performance test determines whether the GeoGebra software influenced the students’ achievement on understanding facts about Platonic solids. The research procedure consisted of three phases. The first phase was the pre-achievement test consisted of several easy questions concerning regular polyhedrons – this test was the same for both groups. The second phase was the intervention phase of the experimental group by using GeoGebra while the control group was taught using traditional teaching methods. Finally, the third phase was the post-performance test concerning the most important problems connected with polyhedrons to both groups after one month. Based on Mann-Whitney U test, the difference in the mean scores for the two tests showed that experimental group performed better than the control group. Based on the findings, it could be stated the using of GeoGebra software has positive impact on students’ achievement in problems of Platonic solids.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2019 Proceedings

ISBN

978-84-09-14755-7

ISSN

2340-1095

e-ISSN

—

Počet stran výsledku

8

Strana od-do

1166-1173

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Valencia

Datum konání akce

11. 11. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—