The effect of computer-based probabilty unit designed for the controlling of intuitive thinking on academic success, intuitive thinking and retention

Overall objective of this study is to investigate the effect of computer-based probability unit designed in consideration of misconceptions related to intuitive thinking in comparison to the effect of computer-based probability unit without considering intuiton and the effect of traditional teaching of the subject on academic success, intuitive thinking level and retention of both.This quasi-experimental research is conducted in Cukurova Elementary School District Special Bilimkent-Adana during the second semester of the 2009-2010 academic year. The sample consists of two experimental and one control group of sixth grade students. Learning goals are the same for all groups. But learning materials of the first group is developed from previous study spesifically conducted to develop a teaching material in consideration for misconceptions related to intuitive thinking as a part of this research. An intensive literature review is also conducted for developing this material. The first experimental group studied the computer-based learning material of intuitive thinking at sixth grade level probability subject. The second experimental group is studied the subject from a computer-based material of Vitamin approved by Ministry of Education. The control group is taught traditionally by a teacher and a mathematic book approved by Ministry of Education is used. The study took three weeks. Instructional time is five hours per week.Logical thinking test, academic achievement test and intuitive thinking test is used for data collection. Intuitive thinking test is developed by the researcher specifically for sixth grade probability learning goals related to misconceptions in nature of intuitive thinking. SPSS 16.0 program is utilized for the analysis of data, a one-way analysis of variance (ANOVA) and covariance (ANCOVA) techniques.Controling for the pre-academic achievement scores, a significant difference found among post-academic achievement scores of the groups. The most successful group is the first experimental group of intuitive thinking computer-based group while the lowest group was the Vitamin-computer-based group. Controlling for the pre-intuitive thinking test scores, a significant difference is found among the post-intuitive thinking test scores of the groups. The first experimental group have the best scores. The lowest average belongs to the control group. Controlling for the post-intuitive thinking scores of the groups, there is no significant difference found in post-academic achievement scores of groups. However, controlling for the posttest scores of academic achievement, significant difference is found on post-intuitive thinking scores of the groups in favor of intuitive thinking computer-based group. The lowest average belongs to the control group. Significant difference are found in favor of intuitive thinking computer-based group on retention-academic success test results as well as retention-intiutive thinking scores.This study results indicates that learning form a computer-based material which is specifically designed for preventing misconceptions related to intuitive thinking in probabilty unit decreasess the misconceptions in the subject with a favorable retentional effect.Keywords: Probability, mathematical thinking, intuitive thinking, academic achievement, and retention.