The effect of technology assisted instruction in algebra instruction for the seventh grade students on the students? achievement, attitude and its retention

This research was conducted with the aim of investigating the effect of technology assisted instruction in one of the algebra the sub learning fields, Equations instruction which is a learning field in the seventh grade to the students? achievement level, attitude and its retention.Pretest-post test control group experimental design was used in this research. The research was carried out with 56 seventh graders attending to a state school in Buca, İzmir, there were 28 students in both control and experiment groups. ?Technology Assisted Instruction? method in algebra instruction was applied to experiment group students and ?Traditional Instruction? method in algebra instruction was applied to control group students.Quantitative research model was used in the research. As data collection tool, Algebra (Equations) Achievement Test was applied to examine achievement levels of the students and persistency of learning and Mathematics Attitude Scale was used to analyze students? attitude towards mathematics. Technology assisted activities was prepared with The Geometer?s Sketchpad and Graphic Calculus programs. SPSS 13.0 packaged software and suitable statistical analyses was used in the analysis of gained data.As a result it is found that technology assisted instruction method increase the achievement levels of students in the Equations sub learning field of algebra learning field in mathematics courses. Although there is no significant difference in terms of instruction method between experiment and control group, it is observed that average scores of post test of achievement test and achievement point of experiment group students were higher those of control group students. It is found that there is no significant difference between retention test average scores of students, it is observed that average scores of retention test of achievement test of control group students were higher those of experiment group students. When it comes to the attitudes towards mathematics, there appears to be no significant difference between students, though, there appears to be a positive and significant attitude of control group students towards mathematics.Key Words: Technology Assisted Instruction, Academic Achievement, Attitude towards Mathematics, Retention