Does using computer software make a difference in learning Geometric and Probability Concepts?

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dc.contributor.advisor Lee V. Stiff, Committee Chair en_US
dc.contributor.advisor Ernie L. Stitzinger, Committee Member en_US
dc.contributor.advisor Karen F. Hollebrands, Committee Member en_US
dc.contributor.author Eley, Peter Madison en_US
dc.date.accessioned 2010-04-02T18:16:16Z
dc.date.available 2010-04-02T18:16:16Z
dc.date.issued 2008-12-03 en_US
dc.identifier.other etd-10222008-152147 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/2652
dc.description.abstract ELEY, PETER MADISON. Does using computer software make a difference in learning Geometric and Probability Concepts? (Under the direction of Lee V. Stiff, PhD). The purpose of the research project was to see if using computer software in classroom instruction would help students learn geometric and probability concepts better. Geometer’s Sketchpad and Probability Explorer software were used as treatment instructional tools during a two-week summer Geometry and Probability course. Two groups of students were taught using computer software to determine if the software had an effect on student learning. The research method used a pretest/posttest growth measurement indicator. Both groups of students were given pretests about geometry and probability to determine their prior understanding of the subjects. The first group was given a computer software treatment for learning geometry while the second group was taught geometry using traditional classroom methods. After one week, the groups were switched and taught probability. The first group was now taught using traditional classroom methods and the second group used computer software to learn probability. When checking to see if a treatment effect exists, considerations are given for students’ prior knowledge of the subject matter and computer skills. After the completion of two weeks of instruction, students were given a post-test to determine negative or positive changes in their achievement. An analysis of the post-test scores using quantitative and qualitative methods indicated that students were better motivated by using computer software. However, results of the data analysis indicated that there was no significant growth in geometric or probabilistic performance by students who received the treatments. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject middle school en_US
dc.subject geometer's sketchpad en_US
dc.subject probability explorer en_US
dc.subject mathematics en_US
dc.subject mathematics education en_US
dc.subject technology en_US
dc.subject teaching en_US
dc.title Does using computer software make a difference in learning Geometric and Probability Concepts? en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Mathematics Education en_US


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