Effect of technology-enriched learning environment on academic achievement of seventh-grade students in quadrilaterals

Abstract

This research examined the effect of a technology-enriched classroom environment on achievement and retention in quadrilaterals of seventh graders. The quasi-experimental design of quantitative research with a pre-test/post-test matched control group was chosen as the research design. The research population consists of seventh-grade students of a city in the Central Anatolian Region. A middle school with nine branches at the seventh-grade level was determined, the equivalence test was applied to the students, and the equivalent classes were determined. After the classes were determined, these classes were randomly distributed to the groups. It was ensured that two mathematics teachers from the determined groups, one mathematics teacher in the experimental and control group, and another mathematics teacher in the other experimental and control group. The current seventh-grade quadrilateral program was applied to the control groups, and the learning environment program enriched with technology was applied to the experimental groups. Descriptive statistics of the scores obtained from the equalization, pre-test, post-test, and retention tests were calculated. Then, normality tests of these tests were performed. In the analysis, item analyses were used for the achievement test, one-way analysis of variance (ANOVA) for the equalization test, independent samples t-test, Mann-Whitney U Test, and paired samples t-test were used within the scope of research problems. As a result of the research, statistically significant mean differences between the experimental and control groups favored the experimental groups between post-test and persistence test scores. According to the technology-enriched learning environment program, teaching quadrilaterals increases students' achievement and permanent learning. In line with the results obtained, some suggestions were made.