Computer-assisted mathematics instruction through a computer algebra system at the transformation level produces higher parabola achievement than traditional teaching with ICT at the replacement level¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 10th-grade students taught parabola through Mathematica-based CAMI at the transformation level scored significantly higher on the posttest than students taught by traditional methods with ICT at the replacement level, with a large effect size (r=-0.56). → Mehmet Alper Ardıç; Tevfik İşleyen 2018

Evidence¶

Mehmet Alper Ardıç; Tevfik İşleyen 2018¶

Mehmet Alper Ardıç; Tevfik İşleyen (2018). The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example. Journal of Education and e-Learning Research, 5(3): 165-173. https://doi.org/10.20448/journal.509.2018.53.165.173

q3 · i3 · causal · r2

Quasi-experimental study of 145 10th-grade students in three Turkish high schools; experimental group (n=70) taught with Mathematica CAS, control group (n=75) with traditional teaching. Mann-Whitney U on posttest scores showed a significant difference favoring the experimental group, "U=930.5, p<.001, r= -0.56".

"According to Mann -Whitney U test results (U=930.5, p<.001, r= -0.56), it is understood that there is a statistically significant difference between the posttest scores of the control group and experimental group."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• The parabola achievement test used was a 27-item open-ended instrument with high internal consistency (Cronbach's alpha 0.942) and near-perfect inter-rater agreement — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
• CAMI produces significantly higher learning achievement than traditional narrative teaching in a Chinese musical instruments appreciation course — related
• Flipped classroom instruction produced higher achievement posttest scores than traditional instruction in an instructional technologies course for pre-service mathematics teachers — related
• Pre-service teachers who learned ICT spreadsheets via a Semantic Web based learning environment achieved significantly higher post-test scores than those receiving traditional teaching — related
• Before instruction, the experimental and control groups showed no statistically significant differences in mathematics report grades or parabola pretest scores — related
• Prior studies reviewed in the article consistently report achievement advantages for computer-assisted mathematics teaching over traditional methods — a broader claim this one bears on