European Journal of Experimental Biology Open Access

Key words

Mathematics, Computer, Attitude, Computer Technologies

Introduction

Mathematics is a field of science that is learnt via studying, an enjoyable thing after learning which improves thinking and helps us to build connections between events. Student Selection Examination is very important for students. The results students get from Student Selection Examination considerably affect their futures [1]. Mathematics is one of the most important lessons in this exam. Mathematics lies behind many lessons. It plays an important role in students’ choice of profession and their exam success. So such an important lesson should be given in accordance with the modern methods and techniques and current technologies must be followed. In this century which is called information age, rapid developments in information and communication extended the use of computers in mathematics teaching.

Students-at the end of the education-are expected to gain problem solving skills in order to catch up with the increasing knowledge and to internalize it in a rapidly changing and developing world. Such skills have special place in mathematics teaching. In this process, technology offers new opportunities [2]. Due to the development of computer technologies, the names of computer and mathematics have started to be spelled together frequently. Tooke (2001) [3] has put forth that mathematics satisfies computer science but both of them develop by differentiating [4]. It is known that the attitude towards the lesson plays a significant role in student’s success. Therefore, attitudes must be determined and the required precautions should be taken. It is thought that determining the factors which may pose negative attitudes towards mathematics and removing them may increase students’ success in mathematics [1].

Particularly in recent years, a lot of studies have been conducted regarding the relation between the attitude towards mathematics and success in mathematics. Most of these studies indicate that the attitudes of students towards mathematics affect their success in mathematics [5].

Accordingly, developing a positive attitude towards mathematics becomes crucial. Actually developing a positive attitude towards mathematics is one of the most important purposes of mathematics teaching [6].

The concern for mathematics, fear and negative attitudes result in refraining from it and thought of failure. In this sense, the attitudes of students towards mathematics are of high importance. The attitudes of students towards mathematics lesson are important for math lesson to reach the desired level and quality. In our country, there are many studies conducted examining the attitudes of students towards mathematics and touching upon the importance of attitudes [7-14]. The main purpose of the study is to make a comparative analysis of the attitudes of students who are preparing for the university exam towards mathematics lesson and computer. Being aware of the students’ attitudes towards mathematics lesson and computer is important in terms of associating mathematics and computer technologies with education and teaching mathematics more easily and effectively after the required amendments.

Computer-aided mathematics teaching

Mathematics means counting, calculating, measuring and drawing used for solving the problems in daily life. Mathematics is a logical system which develops reasonable thinking [15]. Mathematics is in all fields of life with universal values in addition to pushing people towards thinking and comprehending the events. Many definitions were made in literature about mathematics. Mathematics: it is a science studying numbers and structure of quantities, their characteristics and relations between them via science and classified under such areas as arithmetic, algebra, astronautics [16, 17]. According to Stafslien (2001) [18], mathematics is seen by people as a medium opening the door for a life of high quality and a good career [19].

Mathematics is one of the compulsory lessons starting from the first years of school like in old times and students have to learn it. Mathematics is also one of the fields students have to learn at school which is regarded as difficulty by them. The attitudes of students towards mathematics are very important in mathematics teaching [6]. In our country, many students have concerns regarding math is difficult and they won’t be successful, and so they develop negative attitudes towards mathematics. This condition starts at primary education and continues increasingly [20].

Developments in technology, information and communication have resulted in changes in teaching manner. The use of new techniques and methods in today’s teaching has gained importance. In this current “Information Age”, information and communication technologies (computers, multimedia, internet etc.) have gained their place in education system [21].

As a result of this rapid development, use of computer technologies in solving the problems of education system has become indispensable. In today’s societies, people meet with computers at early ages and intensively use them at home and school for many things [22]. The couple of computer and internet being technological wonders that entered into our lives has become an addiction among the young people [23]. In the future, many professions will require a solid basis in the field of mathematics, science and computer. All of them necessitate mathematics-based information and skills [24].

The effects and use of technology are not only widespread in all phases of human life, but also in education [25]. Increasingly complex structure of teaching, increase in information, the need for quality and modern education require use of computers in education as a tool. The use of technology in education will enable not only an education in line with the modern world’s necessities, but also gaining the purpose-oriented highest efficiency from education [26].

Computers having an important place among the information technologies are one of the main cultural elements of our century and their use has become widespread. Computer-aided education means the practices about use of computers as learning-teaching tool in directly presenting lesson contents, reviewing learned things with other methods, problem solving and doing some exercise and in other similar actions [4,27].

Today, use of technology is in all fields and that’s why using technology in mathematics teaching will ensure a positive attitude in students towards mathematics. So the efficiency and quality of education system will increase. The developments in technology enable many tools that can be used in education and teaching processes. The most important one of those tools used in today’s education activities seems to be computers [28]. It is thought that the potential of computer that materializes abstract mathematical relations will help students to gain significant mathematical learning experiences [29,30].

With the use of computers in mathematics, students will be ensured to learn in shorter time and more easily. Students will be able to understand mathematical concepts and comprehend how they will use them in problem solving. Therefore, computers will play the role of a tool which improves creative thinking in the field of mathematics. The majority of the studies conducted point out that computer-aided education increases students’ success [4].

The use of technology in mathematics education is also becoming widespread. It can be uttered that it comes first among the education fields adopted and used by educational technologies most quickly. As national and international institutions or agencies in the field of mathematics education encourage the use of technology. Many researches and projects are also being carried out regarding the technology and its use in mathematics learningteaching processes. In mathematics teaching program issued by MEB in our country [31], effective use of technology exists among the principles of teaching under the title of “mathematics teaching and learning”. In this program, the importance and benefits of use of calculators and computers in mathematics learning process are indicated [25].

In a study about computer-aided education, Arıkan et all (2006) [32] have pointed out that students learning via computer are more successful than the ones learning with traditional method and their learning is more permanent.

Pugalee (2001) [33] has stated in his study that computers are effective tools in solving math problems and encouraging reasoning and exploring.

According to Peker (1985) [34], increasing success, developing positive attitude towards mathematics, increasing interest, and reducing concerns and fears towards mathematics are among the benefits of using new technologies in mathematics education. It is also indicated that it is important in terms of developing such effective thinking habits as analytical and critical thinking [21].

The effect of computers in education is observed in mathematics field more than in any other fields [35]. Computers are gaining an important place in the changing and advancing mathematics education [36,37]. It is a fact that mathematics education and computers being the essential part of information technologies will play a significant role in students’ planning their future. Student attitude which has been demonstrated to have an effect on student success is a key factor in this sense.

Accordingly, analysis of the attitudes of students who are preparing for university exam towards mathematics and computer will be useful in determining the factors affecting students’ success in mathematics and the reasons of negative attitudes towards the lesson.

Materials and Methods

Purpose, scope and method

The main purpose of the study is to determine the attitudes of students who are preparing for the university exam towards mathematics and computer, and to ascertain the differences of the success in the lesson according to use of special math program, internet use, sex, age and the department to be studied. A questionnaire was applied to a total of 250 people in the research which was conducted in İstanbul and the results were obtained from the questions measuring the demographic characteristics, their success in math lesson and their technology use. Cronbach’s alpha analysis was performed for the reliability of the questions prepared and reliability coefficient value was found 0.920.

Analysis of data

Data obtained following the questionnaire were analyzed in PASW 18.0 package program. Descriptive statistics, reliability analysis, factor analysis, independent sample t-test, variance analysis, chi-square and regression analyses were used within the analysis.

Results

Regarding the demographic characteristics of the participant students; it has been concluded that both sexes are equal as 50%-50%. 54% is 18 years old, 25% is 20 years old, 14.23% is 22 years old and 7% is aged 23 and over. 89% is single, 10% is married and in other category. 72% has 1 sibling, 16% has 2 siblings, 9% has 3 siblings, 2% has 4 siblings and 1% has 5 siblings. 40% of the participant students want to receive medical education, 9% wants economics education, 3% wants veterinary education, 6% wants pharmaceutical education, 8% wants to study in educational sciences, 2% wants to study in law, 33% wants to receive engineering education. Regarding the incomes, 58% earns 501-1000 Turkish lira, 23% earns 1001-1500 lira, 11% earns 1501-2000 lira, 6% earns 2001- 2500 lira and 2% earns over 2500 lira. Concerning the sector in which their parents work, it has been determined that 39% works in public sector, 41% works in private sector, 12% is worker, 4% is retired and 4% is in other sectors. While 71% doesn’t have a health problem, 29% suffers from a health problem.

Table 1: Demographic characteristics of the participants

Regarding the highest marks the participants have taken from mathematics lessons, 4% took between 20-30, 2% took between 31-40, 3% took between 41-50, 15% took between 51-60, 21% took between 61-70, 17% took between 71-80, 13% took between 81-90 and 24% took between 91-100. When the daily average internet and computer use is analyzed, 18.2% uses for 1 hour, 14% uses for 2 hours, 23% uses for 3 hours, 20% uses for 4 hours, 21% uses for 5 hours and 4% uses for 6 hours and more. The rate of the ones using a special program for mathematics lessons is 83%. The rate of the ones using internet with their laptops is 62%.

• The rate of individuals who are warned and restricted by the parents because of internet use is 17%

• The rate of individuals having the opinion that the questions asked are useful to know them and to test their success is 87%

• The rate of individuals saying that the questions they answer reflect their personality and thoughts is 83%

• The rate of individuals believing to pass the university exam thanks to the education they receive is 82%

• The rate of individuals saying that computer and internet use positively affect their success in mathematics and other lessons is 84%

• The rate of individuals saying that they should be restricted because of internet use is 87%

• The rate of individuals thinking that internet use wastes their time during which they should prepare for university exam instead is 84%

• The rate of individuals believing that use of technology will bring advantage in the future is 92%

• The rate of individuals believing that computer and internet use have positive effect on mathematics perception or lessons is 91%

• The rate of individuals believing that computer or internet use improves fast and strategic thinking skillis 91%

Table 2: Statistics about the school

Table 3: Attitudes of parent regarding the internet use of child

The opinions of parents regarding computer and internet use of their children are as follows.

• I have negative concerns about internet use of my child concerning the exam– 88% Yes

• I don’t believe that internet use will make any contribution to my child’s interest for mathematics lesson – 89% Yes

• Your education – 10% High school, 76% University, 13% Master or PhD

• I have problems with my child due to the fact that I restrict her/him to use internet– 84% Yes

• I think my child has fallen into bad habits in terms of personality and ethical way because of using internet – 81% No

• I am of the opinion that it will be useful if my child gets psychological support from experts or other people because of her/his addiction to internet– 84% Yes

• Children and parents should agree and act together regarding internet use. Therefore, it will be easier to guide the child about internet use – 94% Yes

• Studying performance of my child reduces because of using internet – 88% Yes

• I observe that the attitude and perception of my child towards the lesson is higher when she/he doesn’t use internet. This condition increases the success in mathematics more – 88% Yes

Table 4: Chi-square test for program using and success in lesson

Chi-Square test regarding the tendency to use a special program in mathematics lessons and tendencies for lesson success

H0: Tendency to use special mathematics in computer didn’t affect success in mathematics in a positive way.

As Asymp. Sig.value is 0.609 > 0.05, H0 hypothesis can’t be rejected. Tendency to use mathematics in computer doesn’t affect the success in mathematics in a positive way.

Table 5: Chi-square test for internet use and success in lesson

Chi-square test for success in mathematics lesson and internet use

H0: Restricting internet use and success in mathematics lesson are independent. As asymp. Sig. value is 0.107>0.05, internet use and success in mathematics lesson are not independent.

Table 6: KMO and Bartlett’s test

Factor analysis for the items of mathematics lesson

A factor analysis was applied to the items of mathematics lesson and the results are indicated below with table and charts.

KMO adequacy and Bartlett’stest

Concerning the test results of KMO adequacy; as 0.877 result was above 0.6 threshold value, the sample was found to be adequate to do a factor analysis. Bartlett’s test results point out that at least one variance is different due to the fact that we reject the hypothesis of equality of all variances, which is the main hypothesis.

Table 7: Rotated component matrix

Establishing the components of factor analysis

1st Factor: I should study mathematics more and use internet less

It is seen that students are very successful and talented in using internet and computer; however, problems occur regarding the success in mathematics. The students can overcome this problem by studying more and using internet less.

2nd Factor: I won’t be able to be successful in mathematics

I feel stressful and terrible when I hear something about mathematics. Even though I am trying to solve this problem by looking on the internet, I can’t be successful somehow. This makes me depressed and I begin to worry about failing in university exam.

3rd Factor: Mathematics lessons are important and I believe that I will be more successful with the help of technology

I need the strategic perspective provided by mathematics in order to be successful in every field of life. And I believe I can achieve this with technology.

4th Factor: I have problems regarding studying mathematics

Although I believe in the importance of mathematics, I can’t be successful as I don’t know how to study.

5th Factor: I prefer using internet to studying mathematics.

Computer games and surfing on the net make me happier than studying mathematics.

Table 8: T-test about sex

Factors of success in mathematics by sex

H0: Sex doesn’t cause a significant differentiation on factors of success in mathematics.

Regarding the factors by sex, it has been concluded that as sig values of all items are below 0.05 threshold value, h0 hypothesis should be rejected. Sex causes a significant differentiation on factors of success in mathematics.

Table 9: Anova test about age

Factors of success in mathematics by age

H0: Age doesn’t cause a significant differentiation on factors of success in mathematics.

Regarding the factors by age, it has been concluded that as sig values of all items are below 0.05 threshold value, h0 hypothesis should be rejected. Age causes a significant differentiation on factors of success in mathematics.

Table 10: Anova test about the department to be studied

Factors of success in mathematics by the department to be studied

H0: Department to be studied doesn’t cause a significant differentiation on factors of success in mathematics.

Regarding the factors by department to be studied, it has been concluded that as sig values of 3 items are below 0.05 threshold value, h0 hypothesis should be rejected. Department to be studied causes a significant differentiation on factors of “I should use internet less and study mathematics more”, “I won’t be able to be successful in mathematics” and “I have problems in studying mathematics”.

Table 11: Regression analysis of grade point average in mathematics

Regression between grade point average in mathematics and factors

Below results have been obtained following the regression analysis of point grade average in mathematics and factors.

• One unit of increase in the item I should use internet less and study mathematics more reflects on the success in mathematics as 0.610 unit of increase.

• One unit of increase in the item I won’t be able to be successful in mathematics reflects on the success in mathematics as 0.380 unit of increase.

• One unit of increase in the item Math lessons are important and I believe I can be more successful with the use of technology reflects on the success in mathematics as 0.059 unit of increase.

• One unit of increase in the item I have problems in studying mathematics reflects on the success in mathematics as 0.326 unit of decrease.

• One unit of increase in the item I prefer using internet to studying mathematics reflects on the success in mathematics as 0.397 unit of decrease.

Table 12: Regression analysis of daily computer use

Regression between daily use of computer and internet and the factors:

Below results have been obtained following the regression analysis of daily use of computer and internet and factors.

• One unit of increase in the item I should use internet less and study mathematics more reflects on daily computer use as 0.260 unit of decrease.

• One unit of increase in the item I won’t be able to be successful in mathematics reflects on daily computer use as 0.025 unit of increase.

• One unit of increase in the item Math lessons are important and I believe I can be more successful with the use of technology reflects on daily computer use as 0.243 unit of increase.

• One unit of increase in the item I have problems in studying mathematics reflects on daily computer use as 0.114 unit of increase.

• One unit of increase in the item I prefer using internet to studying mathematics reflects on daily computer use as 0.256 unit of decrease.

Table 13: Chi-square test for the department to be studied in the future

The relation between the item I have negative concerns about internet use of my child concerning the exam and the department to be studied in the future

H0: Items are independent.

According to the analysis made, due to the fact that asymp. Sig. value is below 0.05 threshold value, H0 is rejected. So there is a relation between the item I have negative concerns about internet use of my child and the department to be studied in the future.

Table 14: Chi-square test for grade point average in mathematics

The relation between the item I have negative concerns about internet use of my child concerning the exam and grade point average in mathematics

H0: Items are independent.

According to the analysis made, due to the fact that asymp. Sig. value is below 0.05 threshold value, H0 is rejected. So there is a relation between the item I have negative concerns about internet use of my child and grade point average in mathematics.

Table 15: Chi-square test for the department to be studied in the future

The relation between the item I don’t believe that internet use will make any contribution to my child’s interest for mathematics lesson and the department to be studied in the future

H0: Items are independent.

According to the analysis made, due to the fact that asymp. Sig. value is below 0.05 threshold value, H0 is rejected. So there is a relation between the item I don’t believe that internet use will make any contribution to my child’s interest for mathematics and the department to be studied in the future.

Table 16: Chi-square test for grade point average in mathematics

The relation between the item I don’t believe that internet use will make any contribution to my child’s interest for mathematics lesson and grade point average in mathematics

H0: Items are independent.

According to the analysis made, due to the fact that asymp. Sig. value is below 0.05 threshold value, H0 is rejected. So there is a relation between the item I don’t believe that internet use will make any contribution to my child’s interest for mathematics and grade point average in mathematics.

Conclusion

The distribution of participants by sex is equal. The participants are mainly aged 18 in terms of the distribution by age. As the participants are still students, their marital status is mostly single. Being the only child in the family is really high among them. Medicine and engineering are predominant in terms of the departments to be studied in the future. More than half of the participants live with an income between 501 lira and 1000 lira. Their parents mostly work in private sector and most of them do not have a health problem.

In terms of success average in mathematics, the rate of grades near to 100 is considerably high. Daily internet use is 4 hours and more. Most of the participant students use a software for mathematics lesson.

Among the participants, the rate of believing that they can enter the university with the education they receive is really high. Use of technology affects their success in lesson. They think they use internet too much and they want to be restricted. Likewise, internet use causes them to waste their time in the period when they prepare for the university exam.

Regarding the opinions of parents about their children and their success in mathematics lesson; parents have negative concerns about technology use due to the concern for the exam. They limit the internet use of their children and so they have problems with them. They also believe that their children have become addicted to internet use and they are more successful in their lessons when they don’t use internet.

Regarding the analysis results, using a special program for mathematics lessons doesn’t increase their success for the lesson. Also internet use was found to be directly related to the success in mathematics.

In analyses that were carried out after taking the opinions of parents, the concerns of parents for exam because of the internet use of their children have been found to be related to the department to be studied and grade point average in mathematics. The opinion that internet use doesn’t make any contribution to my child’s success in mathematics was found to be related to the department to be studied and grade point average in mathematics.

The opinions directed to the participant students regarding success in mathematics and their use of technology were perceived in 5 dimension in total. These dimensions are; the participants state that they should use internet less and study more, they won’t be able to be successful in mathematics, mathematics is an important lesson and technology will contribute more, they have problems in studying mathematics and they prefer using internet to studying mathematics.

Following the demographic analysis made after the factor analysis, it has been determined that the criteria of sex and age have an effect on factor items. For the department to be studied, it has been indicated that they should use internet less and study mathematics more, and they should increase their success in mathematics.

The results of regression analysis made concerning the success in mathematics indicate that studying mathematics more increases the success in mathematics and internet use decreases the success in mathematics.

According to the regression models regarding the time of using computer and internet, if studying mathematics increases, computer use decreases and when the inclination for technology increases, so does internet use.

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