Statistička analiza utjecaja primjene tehnologije na učenje geometrije u osnovnoj školi

master's thesis

• Title (english): Statistical analysis of the impact of the application of technology on the learning of geometry in elementary school
• Author: Zrinko Franković
• Mentor: Ivana Valentić (mentor)
• Mentor: Nikola Sandrić (sumentor)
• Committee member: Nikola Sandrić (predsjednik povjerenstva)
• Committee member: Matija Bašić (član povjerenstva)
• Committee member: Tina Bosner (član povjerenstva)
• Committee member: Ana Prlić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Mathematics); Zagreb
• Defense date and country: 2024-03-01, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Mathematics

Abstract

Ideja ovog rada je bila statistički analizirati postoji li razlika u razini usvojenosti matematičkog sadržaja ako u nastavu uvedemo primjenu tehnologije. Rad je podijeljen na tri dijela. U prvom dijelu je opisano istraživanje koje je provedeno na učenicima šestog razreda osnovne škole. Učenici su podijeljeni u tri skupine, te je u svakoj od skupina nastavna jedinica "Površina trokuta" obrađena na drugi način; u prvoj skupini koristila se frontalna nastava bez primjene računala, u drugoj skupini se koristila tehnologija i frontalna nastava, dok se u trećoj skupini koristila informatička učionica u kojoj je svaki učenik imao pristup svom računalu. Nakon toga, opisano je testiranje koje je provedeno kako bi se provjerila usvojenost znanja. U drugom dijelu, postavljena je teorijska podloga za statističku analizu koju ćemo provesti koristeći se rezultatima testiranja. Uvedeni su osnovni pojmovi iz statistike i vjerojatnosti, objašnjeni pojmovi statističkih hipoteza i \(p\)-vrijednosti te predstavljen ANOVA test. U trećem dijelu rada provedena je statistička analiza te je testirana hipoteza da različite metode ne dovode do značajne razlike u usvojenosti gradiva. Rezultati su prikazali blage razlike u usvojenosti gradiva između skupina, s neznatnim oscilacijama u rješavanju zadataka. Analiza je sugerirala da su učenici s vremenom zaboravljali formule, ali su zadržali dublje razumijevanje koncepata. Iako je jedna od skupina koje su koristile tehnologiju (skupina 2) pokazala nešto bolje rezultate na testiranjima, u konačnici ANOVA testom nismo uspjeli osporiti nultu hipotezu. Na kraju smo proveli dodatnu analizu u R-u te smo koristeći se linearnom regresijom zaključili da postoji veza između zaključnih ocjena i rezultata na testiranju za svaku od ispitanih skupina.

Abstract (english)

The idea of this thesis was to statistically analyze whether there is a difference in the level of assimilation of mathematical content when introducing the use of technology in teaching. The paper is divided into three parts. In the first part, the research conducted on sixth-grade students in elementary school is described. The students were divided into three groups, and the instructional unit ”Triangle Area” was approached differently in each group. The first group used traditional frontal teaching without the use of computers, the second group utilized technology along with frontal teaching, while the third group used a computer lab where each student had access to their own computer. Subsequently, testing was described to assess the knowledge assimilation. In the second part, a theoretical foundation for the statistical analysis using the test results was established. Basic concepts of statistics and probability were introduced, and explanations of statistical hypotheses and p-values were provided along with the presentation of the ANOVA test. In the third part of the paper, a statistical analysis was conducted, testing the hypothesis that different methods do not lead to a significant difference in the assimilation of the material. The results showed slight differences in the assimilation of the material between groups, with negligible fluctuations in task solving. The analysis suggested that students tended to forget formulas over time but retained a deeper understanding of concepts. Although one of the technology-using groups (group 2) showed slightly better results in testing, ultimately, using the ANOVA test, the null hypothesis could not be rejected. Finally, an additional analysis was conducted in R, and using linear regression, it was concluded that there is a relationship between final grades and test results for each of the examined groups.

• Keywords: učenici šestog razreda osnovne škol; površina trokuta; frontalna nastava; informatička učionica; ANOVA test
• Language: croatian
• URN:NBN: urn:nbn:hr:217:079656
• Study programme: Title: Mathematics Education; specializations in: Mathematics Education; Course: Mathematics Education; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar edukacije matematike (sveučilišni magistar edukacije matematike)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-03-13 09:54:37