Η Χρήση νέων τεχνολογιών στη διδασκαλία της γεωμετρίας στο γυμνάσιο: η σχέση τους με τα κίνητρα επίτευξης και την επίδοση των μαθητών

Abstract

The main objective of this research was to investigate whether the use of new technologies in schools affects motivation beliefs and student performance in the Geometry course when it is taught in this way. In the context of this diplomatic work, the theory of Expectation-Value (Cost) was adopted and beliefs of self-efficacy were considered as motivating beliefs. In addition, the relationship between self-esteem beliefs and expectations of success, project value and cost was explored. The survey included 43 students from the Secondary High School of the NY school. Michaniona in Thessaloniki, who replied to a questionnaire that included 2 self-referencing scales. The results of the survey showed that there was no statistically significant difference in the students' answers regarding the above-mentioned variables for the two conditions studied, namely the teaching of the Geometry lesson using technological means and that which is done in the traditional way. Regarding the relationships between the variables, it was found that self-efficacy is positively correlated with the expectations of success and the value of the course, while it is negatively related to the cost. Confirming the existing literature, a positive correlation of success expectations with the value of the project and a negative correlation of these with the cost was found.