The effect of technology assisted instruction on 8th grade students? achievement and attitudes on analytical geometry instruction

The aim of this research is to investigate the effect of technology assisted instruction on 8th grade students? achievement and attitudes towards mathematics on analytical geometry instruction, and the relation between students? achievement and attitudes towards mathematics.The pretest-posttest control group experimental design was adopted by the research. This research was conducted with 50 8th grade students from a school at Buca in İzmir in 2008-2009 academic years spring semester. The students from two different classrooms at 8th grade in application school were experiment and control groups. There were 25 students in the experiment group and 25 students in the control group.In the research quantitative approach was adopted. In this research within the process, for investigating the effectiveness of the process and the achievement of the students on equations and inequalities ?Analytical Geometry Achievement Test?, and for investigating students? attitudes towards mathematics ?Mathematics Attitudes Scale? were used. Data obtained during the research were assesed by SPSS 13.0 packet program.According to the results of the research technology assisted instruction method raised the levels of achievement in analytical geometry instruction, and technology assisted instruction didn?t have an effect on students? attitudes towards mathematics. In addition to this there wasn?t a relation between students? achievement and attitudes toward mathematics in technology assisted instruction class and traditional instruction class.Keywords: Technology Assisted Instruction, Analytical Geometry, Attitudes Towards Mathematics, Academic Achievement.