The effect of computer-assisted teaching on remedying misconceptions: The case of the subject “probability”

• Published in: Computers and education Vol. 58; no. 3; pp. 931 - 941
• Main Authors: Gürbüz, Ramazan, Birgin, Osman
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2012; Elsevier
• Subjects: Comparative Analysis; Computer Assisted Instruction; Control Groups; Conventional Instruction; Education; Educational Technology; Experimental Groups; Grade 7; Improving classroom teaching; Interactive learning environments; Mathematical analysis; Mathematical models; Mathematics Instruction; Misconceptions; Personal computers; Pretests Posttests; Probability; Secondary education; Secondary School Mathematics; Students; Teaching; Teaching/learning strategies; Test Construction; Teaching/learning strategies; Interactive learning environments; Secondary education; Improving classroom teaching
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2011.11.005

The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and post-test control group study was carried out with 37 seventh-grade students-18 in the experimental group (CAT) and 19 in the control group (traditional teaching). A 12-item instrument, made up of 4 items related to each of the concepts “Probability Comparisons (PC),” “Equiprobability (E),” and “Representativeness (R),” was developed and implemented with the participants. After the teaching intervention, the same instrument was again administered to both groups as a post-test. In light of the findings, it can be concluded that computer-assisted teaching was significantly more effective than traditional methods in terms of remedying students’ misconceptions. ► We try to remedy misconceptions regarding probability. ► We design two different sets of computer-assisted teaching (CAT) materials. ► We assume that using materials together will reduce each other’s disadvantages. ► CAT is more effective than traditional teaching in remedying misconceptions.