International Electronic Journal of Mathematics Education

The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2015 - Volume 10 Issue 2, pp. 67-76
  • Published Online: 01 Aug 2015
  • Article Views: 1107 | Article Download: 1632
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kaplan A, Öztürk M. The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility. Int Elect J Math Ed. 2015;10(2), 67-76.
APA 6th edition
In-text citation: (Kaplan & Öztürk, 2015)
Reference: Kaplan, A., & Öztürk, M. (2015). The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility. International Electronic Journal of Mathematics Education, 10(2), 67-76.
Chicago
In-text citation: (Kaplan and Öztürk, 2015)
Reference: Kaplan, Abdullah, and Mesut Öztürk. "The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility". International Electronic Journal of Mathematics Education 2015 10 no. 2 (2015): 67-76.
Harvard
In-text citation: (Kaplan and Öztürk, 2015)
Reference: Kaplan, A., and Öztürk, M. (2015). The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility. International Electronic Journal of Mathematics Education, 10(2), pp. 67-76.
MLA
In-text citation: (Kaplan and Öztürk, 2015)
Reference: Kaplan, Abdullah et al. "The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility". International Electronic Journal of Mathematics Education, vol. 10, no. 2, 2015, pp. 67-76.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kaplan A, Öztürk M. The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility. Int Elect J Math Ed. 2015;10(2):67-6.

Abstract

The purpose of this study was compared to the effect of academic achievement of concept cartoons and activity based instruction in instruction on the topics of divisibility rules and prime number. The matching- only design, which is quasi experimental design, is used in this study. It is applied sixth grade (N=42) students at a middle school in Gümüşhane in autumn term in academic year 2012- 2013. Different two groups participate for this study. One of the groups is selected control group, which is used activity based teaching, and another group is experimental group, which is used instruction by concept cartoon. SPSS 16.0 packet program is used in the analysis of the data in this study. The first the test of the normality, within pretest and posttest, is applied and was founded that the data is suitable the normality. Then t- test is applied between pretest data for reveal whether different significant or not. ANCOVA is applied covariate pretest results to post test data. The study reveal that there was a significant difference in academic achievement between those students taught with the two methods in favor of concept cartoon which means those students taught by concept cartoon performed better than those taught with activity based instruction. The finding also shows that concept cartoon method is an effective method of teaching topics of divisibility rules and prime numbers.

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