| Yazarlar (3) |
Doç. Dr. Yusuf Ziya OLPAK
Kırşehir Ahi Evran Üniversitesi, Türkiye |
Prof. Dr. Serdal BALTACI
Kırşehir Ahi Evran Üniversitesi, Türkiye |
Muhammet Arıcan
Kırşehir Ahi Evran Üniversitesi, Türkiye |
| Özet |
| This study investigated the effects of two different accountability scoring mechanisms (ASMs), which were used during the peer instruction (PI) process, on preservice middle school mathematics teachers’ (PSTs) achievements in statistics and probability. In the spring semester of 2016–2017 academic year, 46 third-year PSTs, who had been attending a statistics and probability course, participated in the study. Based on their pre-test scores, the PSTs were randomly divided into two equally achieving groups (Group 1 and Group 2). The data of this study were collected using an academic achievement test and PI and course evaluation forms. A learning management system (LMS), which was a web-based application designed by the first author, was used in collecting the PSTs’ responses to the given conceptual questions. Two different ASMs were used in calculating the PSTs’ PI scores. The findings showed … |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Education and Information Technologies |
| Dergi ISSN | 1360-2357 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Makale Dili | İngilizce |
| Basım Tarihi | 09-2018 |
| Cilt No | 23 |
| Sayı | 6 |
| Sayfalar | 2323 / 2340 |
| Doi Numarası | 10.1007/s10639-018-9717-3 |
| Makale Linki | http://link.springer.com/10.1007/s10639-018-9717-3 |
| Atıf Sayıları | |
| Google Scholar | 23 |
