Developing, applying and evaluating learning objects for 9th grade mathematics curriculum

As a result of the development of web-based instruction media, learning objects started to be preferred because of their reusable, applicable, scalable and effective potentials by web-based learning environment designers. In this study, it was aimed to determine teaching and learning strategies of teachers and students using learning objects which are suitable for 9th grade mathematics curriculum, to state the difference of the application of these objects from traditional education and to evaluate the change in school culture during this process. A quasi-experimental study was carried out with 3 different 9th grade classrooms in the same school and their mathematics teachers. Prior to and after the application an achievement test and attitude scale towards mathematics course were applied to the students. The students, the teachers and the school managers were interviewed at the beginning, during application and at the end of the application. These interviews are used to reveal the students and teachers? ideas about the learning object based environments, their ways to utilize the objects and the change in the teaching practice of the teacher. Additionally, the interviews with teachers and managers are also used to describe the change in school culture. On the other hand, classroom observations provided information about usage of learning objects in classroom and the data coming from student projects determined usage over out-of-classroom activities.There was an increase in the average achievement of the classrooms with the rate from 57% to 80%, only there was a significant increase in the students? attitudes who used learning objects in the classroom. Both the teachers and the students presented positive ideas in general. During the study, with the help of the school managers, the rest of the teachers were also used learning objects, which contributed to the total school culture.Backed with the results, the instructional design models that appeared as a result of using learning objects should be investigated; objects for both classroom and outdoor activities should be prepared and served to the educational system.