The impact of the EBA-supported learning environment on the success, attitudes and motivations of secondary school students in equity and the equation

Developments in science and technology contribute to the emergence of innovations in education and the development of existing ones with new technology tools. These changes in educational technologies are reflected in the curriculum and instructional technologies. In our country, the FATİH (Movement for Increasing Opportunities and Improving Technology) project was launched in 2010 by the Ministry of National Education in order to ensure equal opportunities in education and increase the use of technology in schools. The content services of this project are provided by EBA, an online social education platform, and it is aimed to use information technologies and integrate technology into education at school, home or wherever needed. The extent to which these aims are achieved is among the issues that need to be investigated. In this study, it is aimed to investigate the effect of the Education Information Network (EBA) supported learning environment on the achievement, attitude and motivation of the secondary school students on Equity and Equation. The study was conducted at a public school in the center of a province in the Marmara Region during the Spring Semester of 2018-2019 Academic Year. In the research, a mixed research design was adopted in which quantitative and qualitative methods were used together. In the quantitative part of the study, the pre-test and post-test design of the control group of the quasi-experimental research method was adopted with a total of 47 students, 25 of whom were experimental and 22 of them were control group.In the experimental group, the courses were conducted in a learning environment supported by EBA, while in the control group, the courses were taught in the format of the previous years. Attitude scale towards mathematics, motivation scale for mathematics course, mathematics achievement test and interview form were used as data collection tools. The mathematics achievement test, which consists of 20 questions, was developed by the researcher in accordance with expert opinions, validity and reliability studies were conducted with WINSTEPS 3.72 modelling program. In the analysis of the obtained quantitative data, independent samples t-test was used with SPSS 20 program, and content analysis technique and tables were used in the analysis of qualitative data. According to the findings obtained from the quantitative data, it was concluded that the EBA supported learning environment had a positive effect on students' mathematics achievement and motivation for mathematics course, but it did not affect their attitude towards mathematics. According to the findings obtained from the qualitative data, it was observed that almost all of the students had positive opinions about the EBA supported learning environment and that they highlighted themes such as success, attractiveness, entertaining learning environment, clarity and intelligibility. In addition, it was seen that several students stated that they had difficulty in using the EBA platform, performing the activities in the EBA and understanding the narratives. According to the results obtained from the research it is recommended that mathematics teaching supported by EBA and similar platforms should be expanded, the content of such platforms should be enriched and the awareness of teachers and prospective teachers about these platforms should be raised. Keywords: Mathematics Teaching, EBA, Algebra Learning Area, Secondary School Students