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Tytuł pozycji:

The Effect of Probability Instruction through Argumentation Approach on the Achievement of Preservice Teachers and the Permanence of Their Knowledge

Tytuł:
The Effect of Probability Instruction through Argumentation Approach on the Achievement of Preservice Teachers and the Permanence of Their Knowledge
Autorzy:
Can, Ömer Sinan
Isleyen, Tevfik
Temat:
Preservice Teachers
Mathematics Teachers
Probability
Mathematics Instruction
Achievement Tests
Pretests Posttests
Teaching Methods
Persuasive Discourse
Instructional Effectiveness
Mathematics Achievement
Język:
English
Źródło:
African Educational Research Journal. Oct 2020 8(3):40-53.
Dostępność:
Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: ; Web site: http://www.netjournals.org/aer_index.html
Recenzowane naukowo:
Y
Page Count:
14
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
2354-2160
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1274361
Czasopismo naukowe
The purpose of this study is to investigate the effect of probability teaching with the argumentation approach on the academic achievement of pre-service mathematics teachers and the permanence of probability knowledge. Quantitative research method was adopted in the study and quasi-experimental design was used. The study group consisted of 44 pre-service teachers studying in the third grade of Elementary Mathematics Education at a state university. The Probability Achievement Test (PAT), which was developed by the researchers, was used to measure the academic achievement and permanence of probability knowledge of pre-service teachers. PAT was applied to pre-service teachers as pre-test, posttest and retention test. According to the findings, it was found that there was a statistically significant difference between the PAT posttest scores of the groups in favor of the experimental group. As a result of the analysis of the PAT retention scores of the groups, it was concluded that there was no statistically significant difference between the PAT retention scores. As a result of the research, it has been seen that the argumentation approach increases the pre-service teachers' success in probability more than the traditional method. On the other hand, the argumentation approach had no effect on the permanence of the knowledge of the pre-service teachers.

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