The effect of Geogebra-supported instruction on the achievement and attitudes of 6th grade students regarding geometric shapes within the scope of the Turkish Century Education Model

The aim of this study is to examine the effects of GeoGebra-supported instruction, conducted within the framework of the Türkiye Yüzyılı Maarif Model, on sixth-grade students' academic achievement in the topic of geometric solids and their attitudes toward mathematics, as well as to determine students' views regarding the GeoGebra software. In this research, a mixedmethods research design was employed, integrating both quantitative and qualitative research approaches. In the quantitative dimension of the study, a quasi-experimental design was adopted, and a pretest–posttest control group model was implemented. In the qualitative dimension, a case study design was used to explore students' views on the GeoGebra software in depth. The participants of the study consisted of sixth-grade students from a public middle school. The research was conducted with two classes, one assigned as the experimental group (n = 39) and the other as the control group (n = 39). During the GeoGebra-supported instructional process, 11 GeoGebra activities were implemented with the experimental group over a period of three weeks. As data collection instruments, an achievement test and a geometry attitude scale were administered as both pretests and posttests. In addition, students' opinions and perspectives on the GeoGebra software were gathered through a semi-structured interview form. For data analysis, quantitative data were analyzed using the SPSS statistical software package, while qualitative data were subjected to content analysis. Based on the findings obtained, it was concluded that GeoGebra-supported instruction increased students' academic achievement and positively improved their attitudes toward mathematics.