The effects of problem-based e-learning on prospective teachers' achivements and attitudes towards learning mathematics

Abstract

The aim of this study is to investigate the achievements and attitudes of prospective teachers towards mathematics in problem based e-learning. Experimental research model was used to determine the achievements and attitudes of prospective teachers towards mathematics in Problem based e-learning. The participants of this research include 73 (36 in experiment and 37 in control group) prospective teachers, who take course from the first researcher. The assignment form and attitude scale which were developed by researchers was applies before and after the course at 2010-2011 spring semester. Data received by assignment form and attitude scale, were analysed with t-test for dependent samples and t-test for independent samples. The differences between prospective teachers' mean scores of assignment form and attitude scale were found statistically significant in the level of p=.05. These differences were found significant in favor of prospective teachers who took the course on problem based e-learning.