The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers  understanding of plane geometry

Eshetu, Dereje; Atnafu, Mulugeta; Woldemichael, Mulugeta

doi:10.33902/jpr.202215241

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…Several studies suggest that 7E instructional models and computer-based instruction improve biology learning (Bülbül, 2010;Celik et al, 2013;Eshetu et al, 2022;Gönen et al, 2006;Kocakaya & Gonen, 2010;Miadi et al, 2018;Sarac & Tarhan, 2017;Warliani et al, 2017;Wodaj & Belay, 2021). For example, Bülbül (2010) compares the effectiveness of the instruction based on the 7E learning cycle model accompanied with computer animations and traditionally designed osmosis and diffusion topic instruction on students' conceptual understanding in Istanbul.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, Warliani et al (2017) and Miadi et al (2018) studied the effectiveness of the 7E Learning Cycle using TBCT (technology-based constructivist teaching) on students' conceptual understanding of mechanical wave material and static fluid concepts in Indonesia, respectively. Eshetu et al (2022) investigated the effects of a technology-integrated guided inquirybased approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach in the Oromiya region of Ethiopia. Their findings showed that a technology-integrated, guided inquirybased approach showed a greater level of conceptual understanding.…”

Section: Introductionmentioning

confidence: 99%

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The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

Mekonnen,

Yehualaw,

Mengistie

et al. 2024

JPR

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While computer animations have the potential to assist learners in understanding difficult concepts and eliminating misconceptions, studies supporting this claim are scarce. This study investigated how the 7E instructional model integrated with computer animations affected students' conceptual understanding and misconceptions about food making and plant growth. Experimental groups were taught the 7E learning cycle model [7E LCM], and 7E LCM with computer animation [CA] while the control group was taught the conventional instruction method. A two-tiered conceptual understanding multiple-choice test and semi-structured interviews were used to collect the data. ANOVA analysis revealed no significant differences between groups or genders in pre-food making and growth in plant conceptual understanding [pre-FMGPCU] and pre-misconceptions test scores [pre-MC]. There were, however, significant differences in post-FMGPCU and post-MC mean scores, with the 7E LCM with CA showing better results in improving conceptual understanding and minimizing misconceptions. MANOVA revealed no statistically significant difference between male and female students' post-FMGPCU and post-MC results. It was concluded that the 7E LCM with CA enhances students' conceptual understanding and minimizes misconceptions more effectively than other instructional approaches. It is recommended that similar designs be used in biology teaching.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

Mekonnen,

Yehualaw,

Mengistie

et al. 2024

JPR

View full text Add to dashboard Cite

show abstract

“…Besides, because geometry involves abstract concepts, educational technologies need to be integrated into the teaching and learning processes for visualizing these abstract concepts (Wong et al, 2011). Alternatively, literatures also suggest that technology-supported learning approaches can improve the teaching and learning process if it is integrated within a meaningful method (Atnafu et al, 2015;Charles-Ogan & George 2015;Eshetu et al, 2022;Gemechu et al, 2018;Sebsibe & Feza, 2019). In a technology-integrated guided inquiry-based learning [TGIBL] approach, PSMTs engage in higher thinking levels (Eshetu et al, 2022;Fantu, 2014).…”

Section: Introductionmentioning

confidence: 99%

The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

Dereje

2023

JPSP

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This study was intended to investigate the effect of a technology-integrated guided inquiry-based learning and guided inquiry approach on preservice mathematics teachers' plane geometry conceptual and procedural knowledge. For this purpose, a pretest-posttest quasi-experimental design group was employed. A total of 116 PSMTs participated in three intact groups: EG1 (n = 48) treated with TGIBL, EG2 (n = 38) with GIBL and CG (n = 30) in traditional approach. The data were collected using a two-tiered geometry test and a geometry procedural knowledge test, with reliability KR20 =.87 and ICC =.879, respectively. A one-way MANOVA and paired t-test were used to analyze the data. Findings indicated a statistically significant difference between the groups, and PSMTs taught with technology-integrated guided inquiry significantly achieved more geometry conceptual and procedural knowledge than other groups. Therefore, it is important that teacher educators consider a technology-integrated guided inquiry approach to improve PSMTs' conceptual and procedural knowledge of geometry at the college of teacher education.

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“…Moreover, because geometry involves abstract concepts in propositions and theorems, educational technologies need to be integrated into the teaching and learning processes (Wong et al, 2011). Alternatively, literatures also suggest that technologysupported learning approaches can improve the teaching and learning process if it is integrated with a meaningful method (Atnafu et al, 2015;Charles-Ogan & George, 2015;Eshetu et al, 2022;Gemechu et al, 2018;Sebsibe & Feza, 2019). Thus, integrating educational technology into GIBL approach gives PSMTs new opportunities to examine abstract concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Technology will support the investigation and exploration of mathematical concepts from different perspectives, resulting in the achievement of problem-solving and reasoning skills. Thus, by integrating technology into guided inquiry-based learning (TGIBL), PSMTs can engage in higher thinking levels (Eshetu et al, 2022;Melesse, 2014).…”

Section: Introductionmentioning

confidence: 99%

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

2023

Self Cite

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This study was intended to examine the progress of the geometric reasoning skills of pre-service mathematics teachers (PSMTs) in the College of Teacher Education, Oromiya, Ethiopia. In the study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs in EG1 were treated with technology into guided inquiry-based learning (TGIBL), EG2 with guided inquiry-based learning (GIBL), and CG with a conventional learning approach. A geometric reasoning test was used to collect data. The data were analyzed using a one-way ANOVA and a paired sample t-test. The findings showed that the effect of using the GIBL model assisted by technology was higher when compared to the other two models. On the other hand, a paired t-test showed significant mean gains in reasoning skills in the TGIBL and GIBL approaches. Hence, technology must be integrated into teaching and learning geometry at CTEs to promote PSMTs’ geometric reasoning skills.

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The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers understanding of plane geometry

Cited by 3 publications

References 27 publications

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

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