| Abstrakt: |
The purpose of this study is to investigate the efficiency of dynamic mathematics software-supported instruction in teaching of exponential and logarithmic functions on mathematics achievement and self-efficacy perceptions of students. The study used a quasi-experimental design with pretest-posttest control group. The sample consists of 66 students from 12th grade, 33 of whom were in the experimental group and 33 in the control group. After analyzing that the mathematics exam scores of two classes were not statistically significant, these classrooms were randomly assigned as experimental and control groups. On one hand, the traditional method was used in the control group. On the other hand, the lessons were supported by GeoGebra activities in the experimental group. The application took 6 weeks. Achievement test and self-efficacy perception scale prepared by Umay (2001) were the data collection tools. The achievement test was applied to the participants as pretest, posttest, and delayed test, and the self-efficacy perception scale was applied as pretest and posttest. In data analysis, repeated measures ANOVA was used. The results of the study indicated that a significant difference emerged in favor of the experimental group. The results of the research, together with recommendations, reveal important issues for future studies. [ABSTRACT FROM AUTHOR] |
