Assessment of student achievement and views on the impact of instruction with visualization of identities in (ax+b)n form in mathematics

Abstract

The aim of the present study is to examine the impact of instruction with visualization of identities in form in mathematics on students' achievement and opinions. The study employs an explanatory design, a mixed method, through which qualitative and quantitative data were collected and analysed. Quantitative data in the study were obtained using the Identities and Binomial Exponential Achievement Test to determine the effect of visualization-assisted instruction on students' academic achievement. Qualitative data, regarding the student views on the subject, were collected through a structured interview form. Participants of the study, 53 students, were selected by appropriate sampling method among the first-year univeristy students. The t-test and one-way covariance analysis were used to analyse the quantitative data and the content analysis method was used for the qualitative data. The results obtained from quantitative data indicated that instruction of algebraic expressions through mathematical visualization increased student achievement in comparison to traditional instruction. On the other hand, the qualitative data indicated that visualization facilitated a positive development in instruction of algebraic expressions, rendered the teaching process to be more interesting and enjoyable and led the students to acquire conceptual learning skills instead of memorizing.