Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2005
Tezin Dili: İngilizce
Öğrenci: Caner Akman
Danışman: SAFURE BULUT
Özet:This study was conducted to investigate the effect of analogy-enhanced instruction on students̕ achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The following measuring instruments were used to collect data: The Function Achievement Test, Mathematics Attitude Scale and open ended questions. The data of the present study were analyzed by using Multivariate Analysis of Variance (MANOVA) and paired t-test. Results of the study indicated that: (1) There was a significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of the function achievement, (2) there was no significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of attitudes toward mathematics, (3) there was a significant mean difference between gained scores of students received instruction with analogy-enhanced method and those received instruction with traditional method in terms of attitudes toward mathematics.