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The effect of technology-assisted and project-based learning approaches on students’ attitudes towards mathematics and their academic achievement

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Abstract

The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon students’ attitudes toward mathematics and their academic achievements. A quasi-experimental research design was employed including pre-tests, post-tests and a retention test. The findings of the research revealed that the TAL approach, when compared to the PjBL approach, had a higher level of effect on students’ attitudes toward mathematics. However, it was revealed that the PjBL approach had a higher level of effect on academic achievement than did TAL. In light of the findings that the present study yielded, a discussion is presented on the technology-assisted project-based learning (TAPjBL) method.

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Abbreviations

EBA:

Educational Information Network

FATIH:

Movement of Increasing Opportunities and Improving Technology

I-CVI:

Item-content validity index

MoNE:

Ministry of National Education

PjBL:

Project-Based Learning

TAL:

Technology-Assisted Learning

TAPjBL:

Technology-Assisted Project-Based Learning

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Authors and Affiliations

  1. Bandirma Onyedi Eylul University, Bandirma, Turkey

    Cennet Göloğlu Demir

  2. Nigde Omer Halisdemir University, Nigde, Turkey

    Nezih Önal

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  1. Cennet Göloğlu Demir
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  2. Nezih Önal
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Correspondence to Nezih Önal.

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Appendix

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Table 8 The PjBL and TAL processes
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Demir, C.G., Önal, N. The effect of technology-assisted and project-based learning approaches on students’ attitudes towards mathematics and their academic achievement. Educ Inf Technol 26, 3375–3397 (2021). https://doi.org/10.1007/s10639-020-10398-8

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