Review article 64
Isiksal, Mine and Petek Askar. 2005. The effect of spreadsheet and dynamic geometry software
on the achievement and self-efficacy of 7th grade students. Educational Research, 47 (3), 333-350.
This article investigates the effect of spreadsheet and dynamic geometry software on the mathematics
achievement and mathematics self-efficacy of 7th grade students. It further examines the gender
differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics
achievement. The study consisted of 64 7th grade students with equal number of female and male
students. The evaluation used an experimental design where two software programs, Excel and
autograph, were used in experimental groups separately, and a control group took traditional-based
instruction without using any technology tools such as a computer or calculator. Three instructional
methods of study: Autograph-based instruction (ABI), spreadsheet-based instruction (SBI), and
traditionally-based instruction (TBI), were randomly assigned to the three classes. The mathematics
achievement test was used to assess the students’ performance on mathematics. In order to determine
the self-efficacy expectation of the students with respect to mathematics and computers, a mathematics
self-efficacy scale and computer self-efficacy scale were developed respectively. Findings of the study
revealed that the Autograph group and traditional group had significantly greater mean scores than the
Excel group with respect to mathematics achievement. The Autograph group had significantly greater
mean scores than the Traditional group, while no significant mean difference was found between the
Autograph and Excel groups and between the Excel and traditional groups with respect to mathematics
self-efficacy. No significant mean difference was found between boys and girls with respect to
mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly
greater mean scores than girls with respect to computer self-efficacy. The evidence suggests that
students showed great enthusiasm for Autograph. Students in the Autograph group had the highest
scores compared to other groups regarding mathematics achievement and mathematics self-efficacy.
Keywords: Autograph-based instruction; Spreadsheet-based instruction; Traditional-based
instruction; Mathematics achievement; Mathematics self-efficacy; Computer self-efficacy;
Turkey.