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The Effects of Differentiation of Content in Problem-solving in Learning Geometry in Secondary School
| 1 | University of Zenica, Faculty of Philosophy
Department of mathematics and computer science |
| 2 | University of Kragujevac, Teaching Training Fakulty in Užice |
| 3 | University of East Sarajevo
Faculty of Philosophy
Department of mathematics and computer science |
CORRESPONDING AUTHOR
Naida Bikić
University of Zenica, Faculty of Philosophy Department of mathematics and computer science, Zmaja od Bosne 56, 72000 Zenica, Bosnia and Herzegovina
University of Zenica, Faculty of Philosophy Department of mathematics and computer science, Zmaja od Bosne 56, 72000 Zenica, Bosnia and Herzegovina
Publication date: 2016-08-15
EURASIA J. Math., Sci Tech. Ed 2016;12(11):2783–2795
KEYWORDS
TOPICS
ABSTRACT
Background:
The aim of the study was to examine the effects of problem-based learning which was established on differentiation of content at three levels of complexity in the processing of the content of Analytical geometry in the plane.
Material and methods:
In this context, an experimental research was conducted, on a sample of secondary school students (N = 165) in order to examine whether methodical approach designed on the principles of problem-based learning based on differentiation of content gives better effects in learning compared to the traditional mode.
Results:
The results of the final measurement shown that the experimental group achieved better overall success than control group.
Conclusions:
The results suggest that the proposed methodical approach contributes to better student performance in teaching geometry and that the most significant progress is achieved in the group of students who are average in terms of success and with ones below the average.
The aim of the study was to examine the effects of problem-based learning which was established on differentiation of content at three levels of complexity in the processing of the content of Analytical geometry in the plane.
Material and methods:
In this context, an experimental research was conducted, on a sample of secondary school students (N = 165) in order to examine whether methodical approach designed on the principles of problem-based learning based on differentiation of content gives better effects in learning compared to the traditional mode.
Results:
The results of the final measurement shown that the experimental group achieved better overall success than control group.
Conclusions:
The results suggest that the proposed methodical approach contributes to better student performance in teaching geometry and that the most significant progress is achieved in the group of students who are average in terms of success and with ones below the average.
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