Technology, brain, and self-perception in learning in mathematics

Abstract

This thesis study investigated a relation between using technology, specifically webpage modules created using brain-based learning, to review prior skills and the technology's effectiveness on students' mathematics achievement. The study examined the role of technology to activate students' prior knowledge and students' self-perception about learning mathematics. A quasi-experimental pretest-posttest research design was used to investigate concept learning from one unit within a high school geometry class. Students were divided randomly in control and experimental groups. Data was collected through self-perception surveys before and after the experiment and pretest and posttest geometry unit assessments. The self-perception surveys data analyzed using paired t-test, and the two unit geometry assessment data analyzed using independent t-test. Results indicated that using technology aligned with brain-based principles to activate students prior knowledge showed significant improvement in mathematics achievement among the experimental group, but did not affect the students' self-perception of learning mathematics. Recommendation include repeating the research using a larger number of students and for a longer period of time to examine the relationship between using technology to activate students' prior knowledge and students' self-perception about learning mathematics.