The effect of computer assisted education of the subject of permutation?combination of mathematics on 8th grade students? level of achievement, and attitudes

The aim of this research is to investigate the effect of computer assisted education on 8^th grade students? , achievements and attitudes on matematics? subjects? education.The pretest- posttest control group experimental design was adopted by the research. This research was conducted with 34 8^th gadre students from a school at Umraniye in Istanbul in 2011-2012 academic years autumn semester. The students from two different classrooms at 8^th grade in application school were experiment and control groups. There were 17 students in the experiment group and 17 students in the control group. While groups were constituted, the points that students got from exams which were done in the lesson of Mathematics and the knowledge taken from the negotiations which were done with the teachers in the same school were used effectively.Although the students in experiment groups were studying Mathematics with the computer- assisted approach, the students in control group were studying with the traditional approach.In this research within the process,for investigating the effectiveness of the process and the achievement of the students on permutation and combination ?Mathematics Achievement Test?, and for investigating students? attitudes towards mathematics ?Attitude Scale Towards Mathematics? were used. Scales were performed as a pretest to the students before the study, and as a posttest after the study .Data obtained during this research were analysed by SPSS Packet program.Accordint to the results of the research, the computer- assisted education method raised the levels of the achievement on mathematics education and computer- assisted education didn?t have an effect on students? attitudes towards mathematics.In the light of the foregoing knowledge,at the end of this experimental study, it can be said that the education studies with the computer- assisted has provided more positive contribution to the process of students? academic achievement by the comparison to the traditional education. However, the same positive contribution can?t be seen for the attitudes towards mathematics.