Reform-Based Curriculum and
Motivation in Geometry

Erdoğan Halat; Elizabeth Jakubowski; Nuh Aydin

doi:10.12973/ejmste/75351

Reform-Based Curriculum and Motivation in Geometry

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Erdoğan Halat ¹ ^* , Elizabeth Jakubowski ², Nuh Aydin ³

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¹ Afyon Kocatepe University, Afyonkarahisar, TURKEY² Florida State University, FL, USA³ Kenyon College, OH, USA^* Corresponding Author

Abstract

The aim of this study was to compare motivation of sixth-grade students engaged in instruction using reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth- grade mathematics students, 123 in the control group and 150 in the treatment group, involved in the study. This study took place in North Florida. The researchers used a questionnaire, the Course Interest Survey (CIS), administered to the students before and after a five-week of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = 0.05 were used to analyze the quantitative data. The study showed that there was a statistically significant difference in motivation between the groups favoring the treatment group. In other words, the reform-based curricula designed on the basis of van Hiele theory, compared to a traditional one, had more positive effects on students’ overall motivation in learning geometry at the sixth grade level.

Keywords

curriculum
motivation
reform
middle school
geometry

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2008, Volume 4, Issue 3, 285-292

https://doi.org/10.12973/ejmste/75351

Publication date: 22 Oct 2008

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Article Downloads: 1211

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How to cite this article

APA

Halat, E., Jakubowski, E., & Aydin, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 285-292. https://doi.org/10.12973/ejmste/75351

Vancouver

Halat E, Jakubowski E, Aydin N. Reform-Based Curriculum and Motivation in Geometry. EURASIA J Math Sci Tech Ed. 2008;4(3):285-92. https://doi.org/10.12973/ejmste/75351

AMA

Halat E, Jakubowski E, Aydin N. Reform-Based Curriculum and Motivation in Geometry. EURASIA J Math Sci Tech Ed. 2008;4(3), 285-292. https://doi.org/10.12973/ejmste/75351

Chicago

Halat, Erdoğan, Elizabeth Jakubowski, and Nuh Aydin. "Reform-Based Curriculum and Motivation in Geometry". Eurasia Journal of Mathematics, Science and Technology Education 2008 4 no. 3 (2008): 285-292. https://doi.org/10.12973/ejmste/75351

Harvard

Halat, E., Jakubowski, E., and Aydin, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), pp. 285-292. https://doi.org/10.12973/ejmste/75351

MLA

Halat, Erdoğan et al. "Reform-Based Curriculum and Motivation in Geometry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 3, 2008, pp. 285-292. https://doi.org/10.12973/ejmste/75351