The Effect of Using Educational Software on Students’ Active Learning of Mathematics: A Constructivist Approach

Subject Areas : Infomartion Technology

Dariush Noroozi ¹ (Associate Professor, Allameh Tabatabaee University, Tehran, Iran)
Farshideh Zameni ² (Assistant Professor, Islamic Azad University, Sari Branch, Sari, Iran)
Soheila Sharafzadeh ³ (M.A. Graduate of Educational Technology, Islamic Azad University, Sari Branch, Sari, Iran)

Received: 2013-05-12 Accepted : 2013-11-01 Published : 2014-05-01

Keywords: academic achievement, academic motivation, educational software, mathematics, creative learning, constructivism approach,

Abstract :

The purpose of the present research was to investigate the effect of using educational software on the fifth grade students’ active learning of mathematics course in Babol City (with a constructivist approach). The method of research was quasi-experimental with a pre-test/post-test design with a control group and an experimental group. The statistical population included all 1287 fifth grade students in 2012, among whom a total of 50 students were selected through cluster random sampling method. In order to assess the participants’ academic achievement, a paper and pencil test of mathematics was designed. The reliability coefficient of the test was estimated in a pilot study to be 0.85. To determine the subjects’ degree of academic motivation, and to assess their creative learning, Harter’s standard questionnaire and Torrance’s standard questionnaire of creativity were used, respectively. The participants were taught through using ActivInspire software. The implementation phases of the study included giving the pre-test, verifying the homogeneity of the two groups (control and experimental), teaching via media using ActivInspire software, giving the post-test and completing the questionnaire. The data were analyzed in SPSS software by taking independent t test. Results of the analysis revealed that using the educational software was effective on the subjects’ academic achievement and improved their motivation for active learning of mathematics, but it did not have influence on their creative learning of mathematics.

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