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    Assessment of student achievement and views on the impact of instruction with visualization of identities in (ax+b)n form in mathematics
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2018) Ilhan, Aziz; Celik, Halil Coskun
    The aim of the present study is to examine the impact of instruction with visualization of identities in form in mathematics on students' achievement and opinions. The study employs an explanatory design, a mixed method, through which qualitative and quantitative data were collected and analysed. Quantitative data in the study were obtained using the Identities and Binomial Exponential Achievement Test to determine the effect of visualization-assisted instruction on students' academic achievement. Qualitative data, regarding the student views on the subject, were collected through a structured interview form. Participants of the study, 53 students, were selected by appropriate sampling method among the first-year univeristy students. The t-test and one-way covariance analysis were used to analyse the quantitative data and the content analysis method was used for the qualitative data. The results obtained from quantitative data indicated that instruction of algebraic expressions through mathematical visualization increased student achievement in comparison to traditional instruction. On the other hand, the qualitative data indicated that visualization facilitated a positive development in instruction of algebraic expressions, rendered the teaching process to be more interesting and enjoyable and led the students to acquire conceptual learning skills instead of memorizing.
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    The Comparison of High School Students' Mathematics and Computer Attitudes According to Various Variables
    (Pamukkale Univ, 2009) Celik, Halil Coskun; Ceylan, Harun
    In this study, high school students' attitudes toward mathematics and computer were compared by considering their gender, types of school and chosen fields. The sample consisted of 536 students (207 females, 329 males), studying in high schools in Siirt. As data collection instrument; The Attitude Scale towards Mathematics (MKTO) developed by Baykul (1990), Computer Attitude Scale (BTO) developed by Bindak and Celik (2006), and personal information form were applied. The data were analyzed according to t-test, ANOVA and LSD tests. It was determined that according to gender there wasn't any significant difference toward mathematics and computer attitudes; according to school types and chosen fields there were significant differences toward mathematics between the students in scientific high schools and other high schools, but there were no difference between their computer attitudes.
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    The effect of modelling, collaborative and game-based learning on the geometry success of third-grade students
    (Springer, 2020) Celik, Halil Coskun
    The aim of this study was to investigate the effects of modelling, collaborative and game-based learning on geometry success in third-grade students. These approaches were applied to geometry instruction in nature on the success of students in geometry. The students' views about geometry activities were also examined. Explanatory design, one of the mixed methods in which qualitative and quantitative methods are both used, was used in the study. The study used a randomized pretest-posttest control group design for the quantitative data; phenomenological study, one of the qualitative research designs, provided the study's qualitative dimension. The study group consisted of 101 third-grade students attending three different public primary schools. There were 65 participants in the experimental group and 36 in the control group. The quantitative data were collected by a geometry success test and the qualitative data were collected through a structured interview form. The quantitative findings obtained at the end of the study revealed that the students' success in geometry was greatest in the modelling group. Qualitative findings showed that geometry activities in nature were more effective than in-class activities.
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    The Effects of Activity Based Learning on Sixth Grade Students' Achievement and Attitudes towards Mathematics Activities
    (Modestum Ltd, 2018) Celik, Halil Coskun
    The aim of this study was to investigate the effects of activity based learning on sixth grade students' mathematics achievement in comparison to traditional learning, and determine their attitudes towards activities. Experimental research design with pretest-posttest control group was applied in the study. The participants, which included 78 sixth grade students, were previously divided into two groups by random assignment. One group received traditional learning and the other group received activity based learning. The study was carried out for four weeks on the mathematics subject of integers. For collecting data the mathematics success test and the Likert type attitudes towards mathematics activities scale were used as pretest and posttest. As a result, the academic achievement for both groups were positive increased. On the other hand, while the attitudes towards activities of students' in the experiment group decreased significantly, they increased in the control group.
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    What is the Predictive Power of Visual Mathematics Literacy Perception and Its Sub-dimensions for Geometry Success?
    (Ani Yayincilik, 2019) Ilhan, Aziz; Tutak, Tayfun; Celik, Halil Coskun
    Purpose: In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success. Research Methods: This study was designed in accordance with a qualitative, scanning model. The research was carried out with 232 (97 males and 135 females) prospective teachers who studied in Mathematics Education Program at Firat University, Education Faculty, and were selected by simple random sampling method. Visual Mathematics Literacy Perception Scale and Geometry Success Literacy Perception Scale and Geometry Success Test were employed in this study as data collection tools. Correlation analysis and multiple regression analysis were used for analyzing the data. Findings: After the data were analyzed, it was determined that there was a positive relationship between the visual mathematics literacy perception and geometry success of prospective teachers. It was also determined that visual mathematics literacy perception is a meaningful predictor of geometry success. Implications for research and practice: Providing trainings on these concepts in the direction of the results, to investigate the concept of perception on other learning areas of mathematics and conducting experimental studies on the perception of visual mathematics literacy are suggested. (C) 2019 Ani Publishing Ltd. All rights reserved