Reform-Based Curriculum and Motivation in Geometry
Erdoğan Halat 1 * , Elizabeth Jakubowski 2, Nuh Aydin 3
More Detail
1 Afyon Kocatepe University, Afyonkarahisar, TURKEY
2 Florida State University, FL, USA
3 Kenyon College, OH, USA
* Corresponding Author

Abstract

The aim of this study was to compare motivation of sixth-grade students engaged in instruction using reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth- grade mathematics students, 123 in the control group and 150 in the treatment group, involved in the study. This study took place in North Florida. The researchers used a questionnaire, the Course Interest Survey (CIS), administered to the students before and after a five-week of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = 0.05 were used to analyze the quantitative data. The study showed that there was a statistically significant difference in motivation between the groups favoring the treatment group. In other words, the reform-based curricula designed on the basis of van Hiele theory, compared to a traditional one, had more positive effects on students’ overall motivation in learning geometry at the sixth grade level.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75351

EURASIA J Math Sci and Tech Ed, 2008 - Volume 4 Issue 3, pp. 285-292

Publication date: 22 Oct 2008

Article Views: 204

Article Downloads: 61

Open Access References How to cite this article