The effects of using interactive whiteboards on students' achievement of transformational geometry in mathematics lessons

The aim of this study is to examine the effect of using interactive whiteboards on students? achievement in transformational geometry. Translation, reflection and rotation were chosen from tenth grade geometry curriculum. Posttest-only control group design quasi-experimental research model was used in this study.The participants of this study were 31 tenth grade students of one of the public high school in Ankara. 15 Students were in control group and 16 were in experimental group. A test was developed to assess students? transformational geometry achievements, which included translation, reflection and rotation tasks. The study was carried on for 4 weeks. Students were matched with the analysis of geometry scores of the last semester. The developed test was applied to both experimental and control groups as post test. The developed test was also applied as pre test to experimental group. Students? responses were qualitatively analysed in the both pre test and post test with the experimental group. Structured interviews were done with students and qualitative analysis was used for analysing them. Collected data was analysed with dependent t test, independent t test and descriptive statistics.The results of this study indicate that using interactive whiteboards during the learning process in mathematics has significance effect on students? achievement. Also there was an increase within corrects answers between the pre-test and post-test in favour of the post-test.Key Words: İnteractive White boards, transformational geometry, mathematics education