Erdogan Halat

Sex-related differences in the acquisition of the van hiele levels and motivation in learning geometry

The purpose of this study was to examine the acquisition of the van Hiele levels and motivation of sixth-grade students engaged in instruction using van Hiele theory-based mathematics curricula. There were 150 sixth-grade students, 66 boys and 84 girls, involved in the study. The researcher employed a multiple-choice geometry test to find out students’ reasoning stages and a questionnaire to detect students’ motivation in regards to the instruction. These instruments were administered to the students before and after a five-week period of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = .05 were used to analyze the quantitative data. The study demonstrated that there was no statistically significant difference as in motivation between boys and girls, and that no significant difference was detected in the acquisition of the levels between boys and girls. In other words, gender was not a factor in learning geometry.

A Good Teaching Technique: WebQuests

In this article, the author first introduces and describes a new teaching tool called WebQuests to practicing teachers. He then provides detailed information about the structure of a good WebQuest. Third, the author shows the strengths and weaknesses of using Web-Quests in teaching and learning. Last, he points out the challenges for practicing teachers and administrators.

The effects of designing Webquests on the motivation of pre-service elementary school teachers

The purpose of this study was to examine the effects of webquest-based applications on the pre-service elementary school teachers’ motivation in mathematics. There were a total of 202 pre-service elementary school teachers, 125 in a treatment group and 77 in a control group. The researcher used a Likert-type questionnaire consisting of 34 negative and positive statements. This questionnaire was designed to evaluate a situational measure of the pre-service teachers’ motivation. This questionnaire was used as pre- and post-tests in the study that took place in two semesters. It was administered to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, the independent-samples t-test and analysis of covariance with α = 0.05 were used to analyse the quantitative data. The study showed that there was a statistically significant difference found in participants’ motivation between treatment and control groups favouring the treatment group. In other words, the participants who designed the webquest-based applications indicated positive attitudes towards mathematics course than the others who did the regular course work.