The impact of moodle lesson management information system supported mathematics teaching on students? success in mathematics and their attitude to mathematics

Developments made in the field of information technologies in recent years as well as in all fields have resulted in radical changes in education. Solving the problems existing in the education system by searching the traditional solutions and the fact that developing technology provides attractive possibilities has directed the education system in the field of new search. As s result of this search, it has been clearly understood that applying modern methods along with the traditional models may provide the more effective and productive education. This result has made an introduction of new technologies playing an important role in the education process and quality development in the educational institutions obligatory. From this point forth, the purpose of this investigation is to define the impact of the Moodle LMIS supported mathematics teaching on students? success in mathematics and their attitude to mathematics.In the investigation, a test model with a pretest-posttest control group has been used. The lesson content developed for the Moodle LMIS has been developed in accordance with a problem based teaching method. In order to collect data, a questionnaire aimed at specifying the students? view on the Moodle LMIS with a `Mathematics Lesson Attitude Scale? developed by Baykul, and a `Mathematics Success Test? developed by the investigation, has been used.A T (Paired sample t test) test has been used to determine whether there is a significant difference between the `Mathematics Success Test? and `Mathematics Attitude Scale? points of the test and control groups before and after the education or not. For researching an effectiveness of the education provided to the test group, points of the test and control groups have been analyzed with a two-factor variance analysis technique in iterative measurements. In all statistical analyses, a 0.05 value has been accepted as a statistical relevance degree. Frequency and percentage distribution of the findings aimed at determining the students? view on the Moodle LMIS have been given.As a result of investigation, it has been determined that there has been no statistically significant difference between the `mathematics success test? points before the education and the `mathematics success test? after the education points of the students attending the Moodle LMIS supported mathematics teaching and the students attending traditional mathematics teaching shown; that there has been a statistically significant difference between mathematics lessons attitude points of the students attending the Moodle LMIS supported mathematics teaching and the students attending traditional mathematics teaching before the education and after the education shown; that the Moodle LMIS has affected the students? attitude to mathematics lesson positively, and that the students have expressed their positive view on the Moodle LMIS supported mathematics teaching.