Index

AN INVESTIGATION ON THE EFFECTS OF PROJECT-BASED
LEARNING ON STUDENTS’ ACHIEVEMENT IN AND ATTITUDE

TOWARDS GEOMETRY
A THESIS SUBMITTED TO
THE GRADUATE SCHOOL OF NATURAL AND APPLIED SCIENCES
OF
MIDDLE EAST TECHNICAL UNIVERSITY
BY
ESRA ÖZDEMİR
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR
THE DEGREE OF MASTER OF SCIENCE
IN
SECONDARY SCIENCE AND MATHEMATICS EDUCATION
APRIL 2006
Approval of the Graduate School of Natural and Applied Sciences
Prof. Dr. Canan Özgen

Director
I certify that this thesis satisfies all the requirements as a thesis for
the degree of Master of Science.
Prof. Dr. Ömer Geban

Head of Department
This is to certify that we have read this thesis and that in our
opinion it is fully adequate, in scope and quality, as a thesis for the
degree of Master of Science.
Assoc. Prof. Dr. Behiye Ubuz

Supervisor
Examining Committee Members
Assoc. Prof. Dr. Sinan Olkun (AU, ELE)
Assoc. Prof. Dr. Behiye Ubuz (METU, SSME)
Asist. Prof. Dr. Cem Babadoğan (AU,EDS)
Asist. Prof. Dr. A. Kürşat Erbaş (METU, SSME)
Dr. Yusuf Koç (METU,ELE)
ii
I hereby declare that all information in this document has been
obtained and presented in accordance with academic rules and
ethical conduct. I also declare that, as required by these rules and
conduct, I have fully cited and referenced all material and results
that are not original to this work.
Name, Last name : Esra Özdemir
Signature :
iii
ABSTRACT
AN INVESTIGATION ON THE EFFECTS OF PROJECT-BASED

LEARNING ON STUDENTS’ ACHIEVEMENT IN AND ATTITUDE
TOWARDS GEOMETRY
Özdemir, Esra
M.S., Department of Secondary Science and Mathematics
Education
Supervisor : Assoc. Prof. Dr. Behiye Ubuz
April 2006, 150 pages
Although geometry is important area in the mathematics

curriculum, evidence from numerous research studies makes it
clear that many students’ geometrical understanding is not at the
level they need or are expected to be, especially in Turkey. The
project-based learning approach offered to be one of the most
effective learning tools to provide for the students an environment
in which they can reach their own conclusions instead of just
lecturing them, in the new mathematics curriculum in Turkey.
In this study, the effects of project-based learning on the 7th
grade students’ achievement in geometry and these students’
attitude towards geometry were examined. This study was
conducted with a group of 24 seventh grade students in the Bilim
College during the last five weeks of the 2004-2005 academic year.
iv
One group pre-test and post-test design was used. The
instruments used for data collection are as follows: polygon, circle
and cylinder achievement tests, geometry attitude scales, student
survey forms, teacher’s observation scales, and interviews. The
data obtained was analyzed by a paired-sample t-test. The results
from achievement tests and attitude scale indicated that project-
based learning increased students’ geometry achievement and
attitudes toward geometry, respectively. The student survey form
and interview responses of the students, teacher’s observation
form responses of the teachers and the observation of the
researcher also suggest that project-based learning increased their
achievement in and their attitudes towards geometry as a result of
making their own models, dealing with authentic daily life
problems, determining the dimensions and the areas by trial and
error. Moreover, this study helped grasp the attention and increase
the desire to study particularly of those students with high capacity
who performed unsatisfactorily due to their inclination to get
distracted during classes. Providing those who were easily
distracted and used every chance to disrupt the lectures with the
opportunity to engage in something they could see as their own
project brought about favorable results.
Keywords: Project-based learning, geometry achievement, and

attitude towards geometry.
v
ÖZ
PROJE TABANLI ÖĞRENMENİN ÖĞRENCİLERİN GEOMETRİ

BAŞARILARINA VE GEOMETRİYE YÖNELİK TUTUMLARINA
ETKİSİNİN ARAŞTIRILMASI
Özdemir, Esra
Yüksek Lisans, Orta Öğretim Fen ve Matematik Alanları Eğitimi
Bölümü
Tez Yöneticisi : Doç. Dr. Behiye Ubuz
Nisan 2006, 150 sayfa
Geometri, matematik müfredatında önemli bir yere sahip

olmasına rağmen, birçok çalışma özellikle Türkiye’deki öğrencilerin
geometriyi anlamaları, olmaları gereken ve beklenen düzeyde
bulunmamaktadır. Proje tabanlı öğrenme, yeni matematik
müfredatında öğrencilere bilgiyi yapısallaştıracak ortamların
sağlanması amacına ulaşmakta kullanılacak etkili yaklaşımlardan
biri olarak önerilmektedir.
Bu çalışmada, proje tabanlı öğrenmenin yedinci sınıf
öğrencilerinin geometri başarısı ve geometriye yönelik tutumlarına
etkisi araştırıldı. Çalışma, 2004–2005 eğitim-öğretim yılının son beş
haftasında, Bilim Özel Okullarındaki 24 kişilik yedinci sınıf
öğrencilerinden oluşan bir grupla yürütülmüştür.
Bu çalışmada tek gruplu ön test – son test tasarımı uygulandı.
Veri toplamak amacıyla, çokgenler, çember ve silindir başarı
vi
testleri, geometri tutum ölçeği, öğrenci görüş formu, öğretmen
gözlem ölçeği ve görüşmeler kullanılmıştır. Elde edilen veriler
eşleştirilmiş t testi ile incelenmiştir. Başarı testlerinin ve geometri
tutum ölçeğinin analiz sonuçları, proje tabanlı öğrenmenin
öğrencilerin geometri başarısı ve geometriye yönelik tutumlarını
artırdığını göstermiştir. Öğrencilerin öğrenci görüş formu ve
görüşmelerde ifade ettiklerine, öğretmenlerin öğretmen gözlem
ölçeğine verdikleri cevaplar ile araştırmacının gözlemlerine göre
proje tabanlı öğrenmenin öğrencilerin geometri başarılarını ve
geometriye yönelik tutumlarını arttırmalarının sebepleri
incelenmiştir. Bu sebepler, öğrencilerin kendilerine ait modelleri
yapmaları, tek çözümü olmayan günlük yaşam problemleriyle
uğraşmaları ve boyut ve alanlara deneme yanılma yöntemiyle karar
vermeleri olarak belirlenmiştir. Ayrıca, düşük performans gösteren,
derste başka şeylerle ilgilenen ama aslında kapasitesi olan
öğrencilerin bu çalışma sayesinde ilgileri çekilmiş ve çalışma
istekleri artmıştır. Dikkati çabuk dağılan ve ders düzenini bozmak
için her fırsatı değerlendiren çocuklara kendilerine ait bir proje
çalışmasının içine katılabilecekleri bir fırsat vermek olumlu sonuçlar
doğurmuştur.
Anahtar Kelimeler: Proje tabanlı öğrenme, geometri başarısı,

geometriye karşı tutum.
vii
To My Parents
Reyhan and Salih ÖZDEMİR
viii
ACKNOWLEDGMENTS
There are many people who have helped this dissertation on

its long journey. First of all, I would like to acknowledge my
supervisor, Assoc. Prof. Dr. Behiye Ubuz, for her high standards,
careful edits, encouragement, support, insights, and friendship. Her
extraordinary ability to inspire and motivate not only kept me on
task and guided me to the completion of my thesis, but also made
the entire experience truly enjoyable.
I also would like to thank the administrators, teachers and
students whose collaboration has made it possible for me to
execute my study and collect the data. I would like to give my
special thanks to the Mathematics teachers, Oğuz Tatlıoğlu, Nurten
Eleman, Neslihan Çitoğlu ve Zuhal Özaslan, the Art teacher Gözde
Özer, the Social Science teacher Ayşe Tehmen, and the class
teachers Çiğdem Erdaş, Sündüz Demir, Saadet Cehiz, Altın
Apaydın, who have provided assistance in originating, developing,
and implementing this study. In addition, I send endless thanks to
F. Semre Özeş for her constant help since the beginning of the
thesis as well as her patient support.
Special thanks go to my mother Reyhan, father Salih and
elder sister Elif for their patient and loving encouragements. I know
that they have always believed and trusted in me and in everything
I do. Their continuous patience and faith made these efforts
possible. Without their unconditional love, pray and support, I
could not be here.
Most of all, I thank Okan Altıparmak for his great help with the
English corrections, unwavering support, encouragement,
understanding, and love that got me through these three years.
ix
TABLE OF CONTENTS
PLAGIARISM ........................................................................iii
ABSTRACT .......................................................................... iv
ÖZ..................................................................................... vi
ACKNOWLEDGEMENTS ......................................................... ix
TABLE OF CONTENTS ............................................................ x
LIST OF TABLES ................................................................. xiv
LIST OF FIGURES ................................................................xv
LIST OF SYMBOLS .............................................................. xvi
CHAPTERS
1. INTRODUCTION ............................................................ 1
1.1 The Main Problems .................................................. 5
1.2 The Null Hypotheses of the Main Problems .................. 5
1.3 Definitions of the Important Terms ............................ 5
2. REVIEW OF RELATED LITERATURE .................................. 7
2.1 What Is Project-Based Learning? ............................... 7
2.2 How to Use Project-Based Learning in the Class .......... 8
2.2.1 Phases in the Application of the Project ............. 9
2.3 The Benefits of Project-Based Learning .................... 11
2.4 Evaluation in Project-Based Learning Approach ......... 13
2.5 Geometry............................................................. 15
2.6 Students’ Attitudes toward Geometry....................... 16
2.7 Studies about Project-Based Learning ...................... 19
2.7.1 The Effects of Project-Based Learning on
Achievement.............................................................. 19
2.7.2 The Effects of Project-Based Learning on
Attitude..................................................................... 20
2.8 Summary of Literature Review ................................ 22
x
3. METHODS ................................................................. 23
3.1 Participants .......................................................... 23
3.2 Instruments ......................................................... 23
3.2.1 Achievement Tests ....................................... 24
3.2.1.1 Polygons Achievement Test.................. 25
3.2.1.2 Circle and Cylinder Achievement Test.... 25
3.2.2 Geometry Attitude Scale................................. 26
3.2.3 Students Survey Form ................................... 27
3.2.4 Teacher’s Observation Form............................ 27
3.2.5 Lesson Plan Evaluation Scale ........................... 28
3.3 Design and Procedure ............................................ 29
3.4 Development of the Lesson Plans and Project Worksheets
............................................................................... 31
3.5 Treatment............................................................ 35
3.5.1 The Researcher’s Diary .................................. 41
3.6 Treatment Verification ........................................... 45
3.7. Analysis of Data ................................................... 46
3.8 Internal Validity .................................................... 46
3.9 Limitations of the Study ......................................... 48
4. RESULTS ................................................................... 50
4.1 Descriptive Statistics ............................................. 50
4.1.1 Descriptive Statistics of the Polygon Achievement
Test.......................................................................... 50
4.1.2 Descriptive Statistics of the Circle and Cylinder
Achievement Test ....................................................... 51
4.1.3 Descriptive Statistics of the Geometry Attitude
Scale ........................................................................ 53
4.2 Inferential Statistics .............................................. 54
4.2.1 Missing Data Analysis.................................... 54
xi
4.2.2 Inferential Statistics...................................... 54
4.2.2.1 Null Hypothesis 1 ............................... 55
4.2.2.2 Null Hypothesis2 ................................ 56
4.2.2.3 Null Hypothesis 3 ............................... 57
4.3 Qualitative Results ................................................ 57
4.3.1 The Effects of Solving Authentic Daily Life Problems
on Achievement and Attitude ....................................... 59
4.3.2 The Effects of Product-making on Achievement and
Attitude .................................................................... 63
4.3.3 The Effects of Group Work on Achievement and
Attitude .................................................................... 66
4.3.4 The Effects of Future Professions on Achievement
and Attitude .............................................................. 67
4.4 Summary of the Results......................................... 69
5. CONCLUSIONS, DISCUSSION AND IMPLICATIONS .......... 70
5.1 Conclusions.......................................................... 70
5.2 Discussions .......................................................... 70
5.3 Implications of the Study and Recommendations ....... 75
5.3.1 Recommendations for Teachers ...................... 76
5.3.2 Recommendations for Students ...................... 76
5.3.3 Recommendations for National Education Ministry
............................................................................... 77
5.3.4 Recommendations for Textbook Writers ........... 77
REFERENCES ..................................................................... 78
APPENDICES
A. Polygons Achievement Test.......................................... 89
B. Answer Key of Polygons Achievement Test ..................... 92
C. Objectives of Each Question in the PAT .......................... 96
D. Circle and Cylinder Achievement Test ............................ 97
xii
E. Answer Key of Circle and Cylinder Achievement Test.......100
F. Objectives of Each Question in the CCAT .......................105
G. Geometry Attitude Scale.............................................106
H. Students Survey Form................................................108
I. Teachers Observation Form I .......................................110
J. Teachers Observation Form II ......................................112
K. Lesson Plan Evaluation Scale .......................................114
L. Lesson Plans .............................................................115
M. Project Worksheets....................................................123
N. Frequency Table of PAT ..............................................131
O. Frequency Table of CCAT ............................................133
xiii
LIST OF TABLES
TABLES
Table 3.1 The Aim of the Lesson Plans ................................... 36
Table 3.2 The Geometry Subjects Instructed Before the Project-

Based Learning ............................................................ 37
Table 3.3 Outline of the Procedure of the Main Study ............... 41
Table 4.1 Descriptive Statistics of the PRE-PAT and POST-PAT .. 51
Table 4.2 Descriptive Statistics of the PRE-CCAT and POST-CCAT53
Table 4.3 Descriptive Statistics of the PRE-GAS and POST-GAS . 54
Table 4.4 Paired-Sample t-test for PAT. ................................. 56
Table 4.5 Paired-Sample t-test for CCAT ................................ 57
Table 4.6 Paired-Sample t-test for GAS.................................. 58
xiv
LIST OF FIGURES
FIGURES
Figure 4.1 Boxplot of the PRE-PAT and POST-PAT.................... 52
Figure 4.2 Boxplot of the PRE-CCAT and POST-CCAT ............... 53
Figure 4.3 Boxplot of the PRE-GAS and POST-GAS .................. 55
xv
LIST OF SYMBOLS
SYMBOLS
PBL : Project-based learning

PAT : Polygons achievement test
PRE-PAT : Students’ polygons achievement pre-test.
POST-PAT : Students’ polygons achievement post-test.
CCAT : Circle and cylinder achievement test.
PRE-CCAT : Students’ circle and cylinder achievement pre-test.
POST-CCAT : Students’ circle and cylinder achievement post-test.
GAS : Geometry attitude scale.
PRE-GAS : Students’ geometry attitude pre-test.
POST-GAS : Students’ geometry attitude post-test.
xvi
CHAPTER 1
INTRODUCTION
Geometry is an important area in the school mathematics

curriculum. Throughout history, it has had great importance in
people’s lives, originating with the need of human beings to specify
quantities, to measure figures, land and earth, and make maps.
Nowadays, geometry maintains its value with greater importance.
In order to represent and solve problems in areas topics of
mathematics like trigonometry and in daily life situations, sound
geometry knowledge is necessary. Geometry is also used in other
disciplines such as science (e.g., optics), geography (e.g., making
maps), music (e.g., the pattern of the notes), art (e.g., making
models), construction, architecture, gardening, and traffic signs.
Students face geometry wherever they go. Artists, builders,
designers, masons, machinists, structural engineers, and writers all
use geometry on the job.
School geometry is the study of spatial objects, relationships,

transformations that have been formalized, and the axiomatic
mathematical system that have been constructed to represent
them. The National Council of Teachers of Mathematics (NCTM,
2000) has emphasized the importance of geometry in school
mathematics by stating, “Geometry and spatial sense are
fundamental components of mathematics learning. They offer ways
to interpret and reflect on our physical environment.” (p.41).
Geometry allows students to develop insight to understand other
mathematical concepts and connect ideas across different areas of
1
mathematics (Mammana & Villiani, 1998; Muschla & Muschla 2000;
NCTM, 2000). Furthermore, many ideas like symmetry or
generalization can help students increase insights into the nature
and beauty of mathematics (NCTM, 2000). Even if one does not
plan to become a mathematician, he or she needs to develop
visualization and reasoning abilities, and appreciation of nature.
Every human being needs some geometry intuition to understand
and interpret the world and our physical environment. The
importance of geometry is best stated by an inscription above the
door of Plato’s school, "Let no one destitute of geometry enter my
doors (Burton, 1999; p.79).”
Although geometry is an important area and much effort is

exerted in teaching geometry, evidence from numerous research
studies makes it clear that many students’ geometrical
understanding is not at the level they need or are expected to be
(Burger & Shaugnessy, 1986; Clements & Battissa, 1992;
Mitchelmore, 1997; NCTM, 1989; Prescott, Mitchelmore, & White,
2002). Especially in Turkey, students’ geometry achievement is
very low. In the Third International Mathematics and Science
Study, the mathematics and science achievement of eight-grade
students in 38 countries were measured. Turkish students got the
lowest mean scores from the geometry part of the test compared
to the other four content areas of fractions and number sense;
measurement; data representation, analysis of probability; and
algebra. Of the 38 participating countries, Turkey was fifth from
the end for the geometry part of the test (Mullis, Martin, Gonzalez,
Gregory, Garden, O’Connor, Chrostowski, & Smith, 2000).
2
The critics of contemporary education have claimed that
students do not mastered basic concepts and principles, and
cannot apply what they learn to everyday life (Finn, 1991).
Although it is difficult to prescribe a "one-size-fits-all" approach,
research shows that there are practices that will generally
encourage students to be more engaged. In recent years,
mathematics education has aimed to move away from rote learning
and memorization toward providing more challenging, complex
work with an emphasis on deeper thinking; and having an
interdisciplinary, rather than a departmentalized focus. One way to
approach this goal is to use project-based learning.
Project-based learning engages students in gaining
knowledge and skills through an extended inquiry process
structured around complex, authentic questions and carefully
designed products and tasks (Moursund, 1999; Thomas,
Michealson, & Mergendoller, 2002). The benefits of learning by
practice have long been touted; the roots of the idea go back to
John Dewey (Krajcik, Blumenfeld, Marx, & Soloway, 1994). Most
teachers happen to know the value of challenging projects that
student can engage in and of interdisciplinary activities that enrich
and extend the curriculum. Thomas, Michaelson, and Mergendoller
(2002) stated that the need for educational approach to adapt to a
changing world is the primary reason that project-based learning
has become increasingly popular. It is basically an attempt to
create new instructional practices that reflect the environment in
which children live and learn.
Project-based learning is still in the developmental stage.
There is not sufficient research or empirical data to be able to state
with certainty that project-based learning is a proven alternative to
3
other forms of learning. Based on evidence gathered over the past
years, project-based learning appears to be effective model for
producing gains in academic achievement (Meyer, 1997) and
attitudes(Korkmaz, 2002;Meyer, 1997) although results vary with
the quality of the project and the level of student engagement
(Thomas, Michaelson, Mergendoller, 2002).
There are research studies that explain the advantages of
using project-based learning in educational settings (Balkı-Girgin,
2003; Demirel, 2000; Gültekin, 2005; Korkmaz, 2002; Meyer,
1997; Yurtluk, 2003). However, only a few of them have focused
on project-based learning in geometry (Meyer, 1997).
The specific research objectives of this study are twofold,
firstly, to investigate on the effects of project-based learning in
geometry on students’ achievement, and attitude and secondly, to
represent an example of implication of project-based learning.
In the last two years, big changes have been made in the
mathematics curriculum in Turkey. The aim of the changes was to
provide for the students an environment in which they can reach
their own conclusions instead of just lecturing them. In achieving
this important task, the project-based learning approach proved to
be one of the most effective learning model. Since studies about
project-based learning are not sufficiently done in Turkey, this
study constitutes an example of project-based learning and its
application. Teachers may benefit from the study and may plan
their lessons considering its results.
4
1.1 The Main Problems
The main problems of this study can be stated as follows:

What are the effects of project-based learning on the 7th
grade students’ achievement in and attitudes towards geometry?
What are the students’ opinions, feelings, and ideas about
the effects of project-based learning on achievement in and
attitude towards geometry?
1.2 The Null Hypotheses of the Main Problem
For the problems mentioned above, the following hypotheses

are stated.
Null Hypothesis 1:
H0: There will be no significant difference between pre-test
and post-test mean scores of geometry achievement of 7th grade
students exposed to project-based learning.
Null Hypothesis 2:
H0: There will be no significant difference between pre-test
and post-test mean scores of 7th grade students’ attitude toward
geometry exposed to project-based learning.
1.3 Definition of Important Terms
This section provides brief descriptions and definitions of

critical concepts that are used in the entire study.
Project-based Learning: Project-based learning is an
authentic learning model or strategy in which students plan,
implement, and evaluate projects that have real-world applications
beyond the classroom (Blank, 1997; Dickinson, et al, 1998;
5
Harwell, 1997). Learning activities that are interdisciplinary, long-
term, and student-centered rather than short, isolated lessons are
emphasized (Challenge 2000 Multimedia Project, 1999). The most
important aspect is that students find projects fun, motivating, and
challenging because they play an active role in choosing the project
and in the entire planning process (Challenge 2000 Multimedia
Project, 1999; Katz, 1994).
Attitude: Ajzen (1988) defined attitude as a disposition to
respond favorably or unfavorably to an object, person, institution,
or event. Attitudes related to geometry include liking, enjoying,
and interest in geometry, or the opposite, and at worst geometry
phobia (Ernest, 1989).
Achievement: Achievement is the ability to demonstrate

accomplishment of some outcome for which learning experiences
were designed. In this study, achievement refers to students’
geometry scores on the achievement tests prepared by the
researcher.
6
CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, the definition of project-based learning along

with its application, its benefits, and its evaluation as well as the
students’ attitudes toward geometry, studies about project-based
learning, and the summary of literature review can be found.
2.1 What Is Project-Based Learning?
Project-based learning is a comprehensive approach to

classroom teaching and learning that is designed to engage
students in investigation of complex, authentic problems and
carefully designed products and tasks (Blumenfeld, & Soloway,
1991; Moursund, 1999; Thomas, Michealson, & Mergendoller,
2002). In addition, in project-based learning, students plan,
implement, and evaluate projects that have real-world applications
beyond the classroom (Blank, 1997; Dickinson, et al, 1998;
Harwell, 1997). Moreover, learning activities that are
interdisciplinary, long term, student centered, and integrated with
real world issues and practices are emphasized, rather than short,
isolated lessons (Challenge 2000 Multimedia Project, 1999).
Projects encompass a spectrum ranging from brief projects of one
to two weeks based on a single subject in one classroom to year-
long, interdisciplinary projects that involve community participation
and adults outside the school (Thomas, Michaelson, Mergendoller,
2002). Most important, students find projects fun, motivating, and
7
challenging because they play an active role in choosing and
applying the project and in the entire planning process (Challenge
2000 Multimedia Project, 1999; Katz, 1994).
Learning not only prepares one for life, but should also be an
integral part of life itself. Simulating real problems and real
problem solving is an integral function of project-based learning
(Dewey, 1897). The Chinese proverb best explains the purpose of
the project-based learning: “Tell me and I forget. Show me and I
remember. Involve me and I understand.”
2.2 How to Use Project-Based Learning in the Class
Project-based learning provides an environment for the

application of knowledge and skills but it is not appropriate as a
method for teaching certain basic skills (Thomas, Michaelson, &
Mergendoller 2002). The use of project-based learning in class is
possible after providing the information that is needed for the
project. The classroom activities should be student-centered,
cooperative, and interactive. Group members are responsible for
their own learning. The teacher plays the role of the collaborator,
the facilitator and the learner (Moursund, 1999).
The climate of the classroom community where the project-
based learning is applied has various aspects. The social aspect
reflects the kinds of social interaction that transpires among the
community members. The classroom is a place where people can
spend a fulfilling life together if their needs and concerns are
appropriately expressed. Problems can be discussed. Both teacher
and peers can provide support, encouragement, and models.
Where expectations for children's learning are high it is important
8
that the social interaction itself is designed to facilitate learning
(Chard, 2001). The classroom can be supplied with a variety of
resources. Groups can collect some temporarily resources for use
in particular projects and stored in the school for use. Children can
acquire information from primary and secondary sources. Primary
sources of information may be of at least five main kinds which are
people, places, real objects, events, and processes. Secondary
sources include books, posters, magazines, videos, libraries, and
museums.
2.2.1 Phases in the Application of the Project
Chard (2001) reported that making projects have three

phases; a beginning, middle, and an end. During the initial
planning stage, the teacher selects the topic of study. The teacher
also brainstorms using her own experience, knowledge, and ideas
and represents them in a topic web. The teacher discusses the
topic with the children to find out what experiences they have had
and what they already know about it (Blumenfeld, 2000;
Moursund, 1999). The children represent their experiences and
show their understanding of the concepts involved by explaining
them. The teacher helps the children develop questions their
investigation will answer. The teacher encourages the parents to
talk with their children about the topic and to share any relevant
special expertise.
In the second phase, it is very important to construct the

project. Opportunities for the children to do field work and to speak
to experts are provided. The teacher and the students provide
resources to help the children with their investigations; real
9
objects, books, and other research materials are gathered. Each
child is involved in representing what he or she has learned, and
each child can work at his or her own level in terms of basic skills,
constructions, drawing, music, and dramatic play. The teacher
enables the children to be aware of all the different work being
done through class or group discussion and display. The topic web
designed earlier provides a shorthand means of documenting the
progress of the project.
The last phase includes the product of the project and

evaluation of the product, the students, and the teacher. The
teacher arranges a culminating event through which the children
share with others what they have learned. The children may
sometimes need help in telling the story of their project. The
teacher helps the children select the material to share and, in doing
so, involves them purposefully in reviewing and evaluating the
whole project. The teacher also offers the children imaginative
ways of personalizing their new knowledge through art, stories,
and drama. Finally, the teacher uses children's ideas and interests
to make a meaningful transition between the conclusion of the
project and the topic of study in the next project.
In this study, project-based learning was implemented after

providing the information that is needed for the project. At the
beginning phase of the project, the class teacher, who was also the
researcher, discussed the topic with the students to find out what
experiences they had and what they already knew about. Then,
students worked on the project in groups of two. The students in
each group designed an apartment complex of their own at their
own basic skills level. In the last phase, each group made the
model of their project and evaluated the project themselves.
10
2.3 The Benefits of Project-Based Learning
Project-based learning prepares children for the workplace.

Children are exposed to a wide range of skills and competencies
such as collaboration, project planning, decision making, and time
management. Collaborative learning allows students to bounce
ideas off each other, voice their own opinions, and negotiate
solutions - all skills that will be necessary in the workplace (Blank,
1997; Dickinson, 1998; Thomas, Michaelson, & Mergendoller,
2002). Project-based learning increases the motivation of the
students. Teachers often note improvement in attendance, higher
class participation, and greater willingness to do homework
(Bottoms &Webb, 1998; Moursund, Bielefeldt & Underwood, 1997).
Students retain more knowledge and skills when they are engaged
in stimulating projects. Project-based learning enhances the quality
of learning and leads to higher-level cognitive development through
the students' engagement with complex and novel problems
(Blank, 1997; Bottoms & Webb, 1998; Thomas, Michaelson, &
Mergendoller, 2002; Reyes, 1998).
Many teachers feel that project-based learning is an

important and effective part of their teaching repertoire. A project-
based learning lesson provides students with the opportunity to
learn in an authentic, challenging, multidisciplinary environment, to
learn how to design, carry out, and evaluate a project that requires
sustained effort over a significant period of time, to learn to work
with minimal external guidance, both individually and in groups, to
gain in self-reliance and personal accountability (Moursund, 1999).
As a result of these opportunities, many advantages of project-
11
based learning emerge from a student’s point of view. First,
project-based learning provides a learner-centered approach and
makes use of intrinsic motivation. Second, it encourages
collaboration and cooperative learning. Third, it allows students to
make incremental and continual improvement in their products,
presentations, or performances. Fourth, it actively engages
students in ‘doing’ things rather than in learning ‘about’ something.
Fifth, it requires students to produce a product, presentation, or
performance. Sixth, it challenges students with a focus on higher-
order skills (Moursund, 1999).
Moursund (1999) reported the advantages of project-based

learning from a teacher’s point of view. Project-based learning has
authentic content and purpose, uses authentic assessment, utilizes
the teacher as a guide, has explicit educational goals, stems from
constructivism, and aims to make the teacher a learner.
Moreover, teachers report that project-based learning

overcomes the separation between knowledge and thinking,
helping students to both "know" and "do.” It supports students in
learning and practicing skills in problem solving, communication,
and self-management while encouraging the development of habits
of the mind associated with lifelong learning, civic responsibility,
and personal or career success. It integrates curriculum areas,
thematic instruction, and community issues, assesses performance
on content and skills using criteria similar to those in the work
world, thus encouraging accountability, goal setting, and improved
performance. It creates positive communication and collaborative
relationships among diverse groups of students, meets the needs
of learners with varying skill levels and learning styles, and
12
engages and motivates bored or indifferent students (Moursund,
1999).
2.4 Evaluation in Project-Based Learning Approach
Assessment is a complex field. In recent years, ideas such as

authentic assessment, performance-based assessment, and
portfolio assessment have received a lot of attention (Moursound,
1999). Assessment helps teachers develop more complex
relationships with their students and students receive feedback.
When students receive feedback, they can plan their next step of
project (Mehl, 2003). The teacher doing the assessment in a
project-based learning lesson needs to think about the purpose of
the assessment. This will shape the evaluative information that will
need to be gathered and the way this evaluative information will be
used in the assessment. Project-based learning lesson assessment
tends to require more careful planning in advance of lesson
implementation. Moursund (1999) stated there are three common
phases of the evaluation of project-based learning that from
teachers’ point of view:
Formative Evaluation is designed to provide feedback while the

student is still working on the project. This allows both the student
and teacher to make mid-project corrections. The teacher may use
some of the formative evaluation information in a final assessment,
but may choose not to do so.
Summative Evaluation is carried out after the project is
completed. A teacher might decide to base the project assessment
13
purely on information gathered in the summative evaluation phase.
However, a final assessment might also give considerable weight to
the process carried out in the project, such as accomplishing a
project’s milestones on time and the quality of intermediate
products.
Portfolio Evaluation: A portfolio is a collection of work samples.
Typically, the student and the teacher work together to decide
which work samples will go into the student’s portfolio. During the
school year, a large number of items may be collected for use in
the school year portfolio. Then some of them will be added to the
student’s long-term portfolio.
Authentic assessment is one of the components of project-

based learning. Assessment activities not only capture the
student‘s understanding of concepts and subject matter, but they
also document and promote the development of real world skills
which students need outside the classroom and beyond the school
environment. Assessments reflect student learning over time, and
not just student performance on a piece of work or a final exam. In
project-based learning, assessment takes place in a context
familiar to the student. Assessment standards are well known by
students. Assessment helps build real mastery of a subject by
allowing students to revise their work and incorporate new
understandings and constructive feedback. Assessment activities
also require students to articulate and explain subject matter, their
decisions, their initiative, etc. to those doing the assessing (Mehl,
2000).
In this study, formative, summative, and portfolio

evaluations were used. Students had the chance to make
14
corrections in the process. In addition to the summative evaluation,
a final assessment was made, and the students turned in their
portfolios with the all worksheets, resources and other materials
that they used in the project.
2.5 Geometry
Geometry is our human heritage from all cultures (Hartfield,

Edwards, & Bitter, 1997). It has a prominent place in mathematics
curriculum as well (Keiser, 1997). School geometry allows students
to develop insight to understand other mathematical concepts and
connect ideas across different areas of mathematics (Mammana &
Villiani, 1998; Muschla & Muschla, 2000; NCTM, 2000). In addition
to the value of geometric ideas in understanding other areas of
mathematics, it is helpful to make the students realize the beauty
of mathematics (Serra, 1993). Another reason of the importance of
geometry is that many ideas like symmetry or generalization can
help students increase insights into the nature and beauty of
mathematics (NCTM, 2000). Furthermore, geometry knowledge is
very useful to solve everyday life problems like measurement of
lengths, drawing, reading maps, etc. (Bussi & Boero, 1998;
Kenney, Bezuszka, & Martin, 1992). Therefore geometry knowledge
is very useful not only inside the school but also outside the school.
As NCTM (2000) summarized that while students engage with the
topics of geometry, they gain an understanding both the spatial
word and other topics in mathematics and in art, science, and
social studies.
15
2.6 Students’ Attitudes towards Geometry
The everyday notion of attitude refers to someone’s basic

liking or disliking of a familiar target. Ruffell, Mason, and Allen
(1998) stated that the word attitude originally referred to aspects
of posture (as in to strike an attitude) which expressed emotion. It
was then applied metaphorically to the mental (an attitude of
mind) from which the metaphoric indicators were dropped, leaving
simply attitude as a mental orientation.
Ajzen (1988) defined attitude as a disposition to respond
favorably or unfavorably to an object, person, institution, or event.
The implicit assumption that there is a ‘something’ which is labeled
attitude and that is a multidimensional construct with three
interwoven components: cognitive, expressions of beliefs about
attitude object; affective, expressions of feelings towards an
attitude object, and conative expressions of behavioral intention.
(Ajzen, 1988 and Triandis, 1971)
In the beginning of the century when Allport (1935) and
others were beginning to research into ‘attitudes’, researchers
viewed attitudes in a single dimension (as either beliefs or feelings)
which, naturally enough, coincided with the colloquial meaning of
the word. With the evolution of a multidimensional view of the
construct of attitude, attitude as a technical term became rather
distant from its colloquial sense.
Attitude is a learned pattern of manners that is developed
through one’s environment (Thompson, 1993). It represents one’s
feelings toward given circumstances and affects one’s reaction to a
particular situation. Aiken (1976) defined attitude as a learned
predisposition or tendency on the part of an individual to respond
16
positively or negatively to some object, condition, or concept.
According to McLeod (1992), attitude is the positive or negative
degree of affect associated to a certain subject.
There is a history of work on attitudes toward mathematics,

which Neale defined in 1969 as a multifaceted construct that
describes “a liking or disliking of mathematics, a tendency to
engage in or avoid mathematical activities”(p.632). Attitudes
related to mathematics including liking, enjoying, and interest in
mathematics, or the opposite, and at worst phobia (Ernest, 1989).
Ma and Kishor (1997) offered the definition of attitudes toward
mathematics as an aggregated measure of liking or disliking of
mathematics, a tendency to engage in or avoid mathematical
activities, a belief that one is good or bad at mathematics, and a
belief that mathematics is useful or useless (p.27).
Attitude is often considered in educational research since the
development of a positive attitude is desirable because of its
association with achievement (Nkwe, 1985). Ma and Kishor (1997)
indicated there is a general belief that children learn more
effectively when they are interested in what they learn and that
they will achieve better in mathematics if they like mathematics.
On the other hand, the previous studies have not provided
consistent findings concerning the relationship between attitude
toward mathematics and mathematics achievement. A number of
researchers have demonstrated that there is a significant
correlation between attitude and achievement (Aiken, 1976; Davis,
2002; Haladyna, Shaughnessy, & Shaughnessy, 1983; Kulm, 1980;
Ma, 1997; Ma & Kishor, 1997; Schoenfeld, 1989; White, 2001)
However, it cannot be concluded that positive attitude always
causes high achievement in mathematics. For example, Kiely
17
(1990) showed that on average a small number of pupils who were
not good enough mathematics obtained high scores in the attitude
test. Another study suggested that extremely positive or negative
attitudes tend to predict mathematics achievement better than
more neutral attitudes (cited from Bergeson, Fitton, & Bylsma,
2000).
Ma and Kishor (1997) synthesized 113 survey studies of the
relationship between attitude towards mathematics and
achievement in mathematics. They found that the overall mean
effect size was statistically significant, relatively weak at the
primary school, and stronger at the secondary school level. Ma and
Kishor (1997) also found that many children begin schooling with
positive attitudes toward mathematics; these attitudes, however,
tend to become less positive as children grow up, and frequently
become negative at the high school.
As cited by Bergeson, Fitton, and Bylsma (2000), students
develop positive attitudes toward mathematics when they see
mathematics as useful and interesting. Similarly, students develop
negative attitudes toward mathematics when they do not do well or
view mathematics as uninteresting. The development of positive
mathematical attitudes is linked to the direct involvement of
students in activities that involve both quality mathematics and
communication with significant others within a clearly defined
community such as a classroom.
The middle grades are the most critical time period in the
development of student attitudes toward mathematics. Student
attitudes are quite stable, especially in grades 7-12 (Bergeson,
Fitton, & Bylsma, 2000).
18
In the case of geometry, Thompson (1993) showed that the
curriculum in which students learned geometry have an impact on
students’ feelings and believes toward mathematics. Capraro
(2000) found out that attitude toward mathematics has a positive
strong relation with the geometry content knowledge.
2.7 Studies about Project Based Learning
2.7.1 The Effects of Project-Based Learning on Achievement
Meyer (1997) studied fourteen fifth and sixth grade students’

challenge seeking during project-based mathematics instruction in
one classroom. They drew on five areas of research: academic risk
taking, achievement goals, self-efficacy, volition, and effect. Data
included students’ responses to a tolerance for failure survey, an
adaptive learning pattern survey, and three individual interviews
about their actions during a math project. They reported on the
effects of fifth and sixth grade students’ motivation and that
although the surveys were useful in characterizing general patterns
of challenge seeking, more individual and contextualized
information was necessary for understanding how to support
students engaged in challenging academic work, such as project-
based learning. According to the results, project-based learning
increased the students’ achievement level.
Korkmaz (2002) studied the effects of PBL approach in
science on 7th grade students’ academic risk taking, problem
solving ability, and creative thinking ability. In this research,
experimental method was used. It is reported that PBL affected the
academic success positively.
19
Özdener & Özçoban (2004) searched the effectiveness of the
project-based learning model on computer courses and multiple
intelligence theory. The results displayed that PBL had increased
students’ achievement.
Gültekin (2005) aimed to investigate the effects of project-
based learning in mathematics on fifth grade students’ learning
outcomes. In the study, both qualitative and quantitative research
methods were used. According to the findings, the project-based
learning approach affected the academic success of students in
primary education.
These studies did not investigate the effects of project-based
learning on geometry while studies on mathematics in general
focused on 5th and 6th grade students. In this study, the effects of
project-based learning on seventh grade students’ achievement in
geometry in one group were investigated.
2.7.2 The Effects of Project-Based Learning on Attitude
Debra K.Meyer et.al. (1997) reported the effects of students’

motivation and strategies in project-based learning. In the study,
they surveyed students about their preferences for challenge, their
individual academic goals, their self-efficacy about math, and their
math strategies. Then they interviewed students about their
ongoing decisions related to the challenges inherent in their math
project. It was observed that project-based learning had on
positive effect on students’ attitudes and self-efficacy.
Demirel et.al. (2000) investigated the effects of project-

based learning approach on learning process and learners’
20
attitudes. In his research, experimental method was used. It was
found that there was no significant difference between pre- and
post-test results of attitude scale on control and experimental
groups.
Toci (2000) aimed to determine effects of project-based

learning on intrinsic motivational orientation. It was reported that
when the learning environment had an appropriate design,
students’ attitudes, and motivation increased.
Yurtluk (2003) studied the effect of the project-based

learning approaches on the mathematics learning process and
student attitudes. In this research both qualitative and quantitative
research methods were implemented. In the end, no change was
observed in the attitudes of the students. When the views of
students with respect to the work were investigated, it was
observed that the lessons were more pleasurable and useful. With
regard to the views of the teachers, it was emphasized that the
study may prove to be useful for the students and teachers and
that conducting the studies in conjunction with academicians will
prove to be more productive.
Gültekin (2005) aimed to investigate the effects of project-

based learning on fifth grade students’ learning outcomes. In
addition to academic success of the students, he found that
project-based learning made students happy during the learning
process by providing them with rich learning experiences.
In this study, the effectiveness of project-based learning on

7th grade students’ attitudes towards geometry in two dimensions;
“interest and enjoyment” and “confidence and anxiety”.
21
2.8 Summary of Literature Review
When the literature on the effects of project-based learning

on students’ achievement and attitudes is investigated, it is seen
that project-based learning affects the academic success of the
students positively (Gültekin, 2005; Korkmaz, 2002; Meyer, 1997;
Özdener & Özçoban, 2003) and helps improve students’ attitudes
(Meyer, 1997; Korkmaz, 2002; Toci, 2002). In the application of
project-based learning, there are often time related problems
(Simkins, 1999; Yurtluk, 2003). Considering the adaptation
problems that students face in the beginning stages of the study
and the difficulties experienced as a result, the application of
project-based learning should start in the early ages of students
(Demirhan, 2002). Teachers should be well equipped because they
play a critical role in project-based learning (Demirhan, 2002;
Erdem & Akkoyunlu, 2002). Assessment in project-based learning
should be both formative and summative. (BIE, 2002; Moursund,
1999; PBL, 2002; Yurtluk, 2003)
22
CHAPTER 3
METHODS
This chapter explains participants, instruments, variables,

design and procedure, teaching and learning materials, treatment
verification, methods for analyzing data and internal validity of the
study.
3.1 Participants
The sample for the study consisted of all seventh grade

students at Bilim College. Project–based learning requires a long-
term (Thomas, J., Michaelson, A., & Mergendoller, J., 2002)
commitment during which monitoring of each class is needed; I
opted to conduct the study only at Bilim College, the school where
I worked. There were two intact classes and 12 students in each
class. The sample size of 24 students constituted at least 16 % of
the target population. There were 10 girls and 14 boys in the
study. The average age of the students was 13.
3.2 Instruments
In order to gather the data, six instruments were used in the

study; two achievement tests, geometry attitude scale, student
survey form, teacher’s observation form, and lesson plan
evaluation scale. Detailed information about these is stated below.
23
3.2.1 Achievement Tests
The Polygons Achievement Test (PAT) includes items about

areas and the perimeters of quadrilaterals. The items of the Circle
and Cylinder Achievement Test (CCAT) were about diameter of a
circle, area of circular region, area of a sector, the length of arc,
central and inscribed angle, the area, and the volume of a cylinder.
While preparing the both achievement tests; first, seventh grade
mathematics textbooks (Davison, 1991; Taşkın, 1999; Tortumlu,
2001; Yıldırım, 2001) including polygons, circles, and cylinder were
researched, then inspired from these textbooks and taking into
account the discussion with four elementary mathematics teachers
at the private school, and the content of the lesson, real life
problems that covered the objectives in appendices C and F were
formulated by the researcher. At the beginning of the achievement
tests, there was a table which showed the purpose of each
question. The original 11 questions in the PAT and 10 questions in
the CCAT submitted to five experienced elementary school
mathematics teachers, an expert in test construction, and a
university professor in mathematics education. Their judgments
regarding the extent to which the questions were spread to cover
each objective of the topic, language, students’ levels, clarity of the
questions, difficulty level of questions and the appropriateness of
the content. According to these feedbacks, some of the questions
were changed. New questions covering the content of the seventh
grade geometry course were formulated. After the tests were
reformulated, for the grading of the answers, answer keys were
constructed by the researcher to characterize students’
performance in terms of acquired concepts or skills for each
24
question rather than simply the scores on the test. The formulated
answer keys were submitted to an expert in test construction and
five experienced elementary school mathematics teachers.
According to their judgments, some minor changes were done.
3.2.1.1 Polygons Achievement Test
Polygons Achievement Test (PAT) was developed by the

researcher to investigate the students’ achievement on polygons
(see Appendix A). This test consisted of 10 open – ended
questions, one of which had a sub question. The test included 11
questions altogether. The questions were about comparing
polygons (question 6a), and the perimeter (questions 3 and 5) and
the area of polygons (questions 1, 2, 4, 6b, 7, 8, and 10). Each
question was assessed according to the answer key (see Appendix
B) and possible maximum score for the PAT was 100. While
preparing the answer key, each question was divided into subtasks
according to the objectives covered and each task was scored as 0,
1, 2, or 3. The objectives of each question in PAT are given in
Appendix C. The questions in the PAT and their objectives were
checked by five Mathematics teachers in terms of appropriateness
of the content and students’ level.
3.2.1.2 Circle and Cylinder Achievement Test
Circle and Cylinder Achievement Test (CCAT) was developed

by the researcher to investigate the students’ achievement on
circle and cylinder topics (see Appendix D). It involved 10 open –
ended questions, 4 of the questions were about circle, and six were
25
about cylinder. The questions on circle were about diameter of a
circle (question 4), area of circular region (questions 1,2 and 10),
area of a sector (question 6), the length of arc (question 3), central
and inscribed angle (questions 3 and 6). The questions on cylinder
were particularly about the area (questions 6) and the volume of a
cylinder (questions 5, 7, and 9). Each question was assessed
according to the answer key (see Appendix E) and possible
maximum score for the CCAT was 100. While preparing the answer
key, each question was divided into subtasks according to the
objectives covered and each task was scored as 0, 1, 2, or 3. The
objectives of each question in CCAT are given in Appendix F. The
questions in the CCAT and their objectives were checked by five
mathematics teachers in terms of appropriateness of the content
and students’ level.
3.2.2 Geometry Attitude Scale
A Likert type Geometry Attitude Scale (GAS) developed by

Duatepe (2004) was used to determine students’ attitudes toward
geometry (see Appendix G). This test was a two – dimensional test
with 12 items. Seven items (item number 1,2,6,7,9,10 and 11)
represented interest and enjoyment dimension and five items (item
number 3,4,5,8, and 12) represented confidence and anxiety
dimension. Negative statements were scored as 5, 4, 3, 2, and 1
and positive statements were scored 1, 2, 3, 4, and 5 in the order
of alternatives. The possible scores of the GAS range from 12 that
indicates low attitude to 60 that indicates high attitude.
26
3.2.3 Student Survey Form
The Student Survey Form (see Appendix H) had five open –

ended questions on students’ self assessment about their geometry
achievement, attitudes toward geometry, and criticism and
suggestions about the project-based learning. Student survey form
was developed to make students write their own opinions, ideas,
and feelings about their geometry achievement, and attitudes
toward geometry which were measured by the tests and scales
were administered as a post-test. Four items (1 – 2 – 3 – 4) were
designed for the students to get an assessment of themselves
regarding their geometry achievement, and the other item (5) was
about attitudes toward geometry after the project – based
learning. In addition, an open-ended question was provided for the
students’ criticism, opinions, suggestions about the project-based
learning, and self-assessment of their own work.
3.2.4 Teacher’s Observation Form
Teacher’s Observation Forms I(see Appendix I) and II(see

Appendix J) each consisting of 9 items were developed by the
researcher to obtain information about the researcher’s and
observer teachers’ opinion on the class achievement in and
attitudes toward geometry, responsibility, and effective time
management in the class as a whole. Teacher’s observation form I
was used prior to the undertaking of the project-based learning
while form II was utilized during the project-based learning. The
items were Likert type with three possible alternatives as yes, no,
not sure. In addition, a section was provided for the observers’
27
ideas and comments. Three items (2 – 8 – 9) reflected
achievement, three items (1 – 3 – 5) students’ responsibility, four
items, 2 items (6 – 7) attitude toward geometry and one item (4)
effective time management.
3.2.5 Lesson Plan Evaluation Scale
In order to develop the worksheets and the lesson plans, a

list of criteria for project-based learning was developed after
reviewing the relevant literature (Bottoms, 1998; Demirel, 2000;
Harwell, 1997; Korkmaz, 2002; Mehl, 2000; Meyer, 1997;
Moursund, 1997; Moursund, 1999; Simkins, 1990; Thomas &
Mergendoller, 2002; Toci, 2000; Yurtluk, 2003).
Lesson plan evaluation scale (see Appendix K) was developed
by researcher to check whether the lesson plans were formed in
accordance with the philosophy of the project-based learning
(Blank, 1997; Blumenfeld, Soloway, 1991; Challenge 2000
Multimedia Project, 1999; Dickinson, et al, 1998; Harwell, 1997;
Katz, 1994; Moursund, 1999; Thomas, Michealson, & Mergendoller,
2002). It includes 10 items and each item uses a five point Likert
type format: (1) Strongly Disagree, (2) Disagree, (3) Uncertain,
(4) Agree, and (5) Strongly agree. Item 1 reflected the relation of
the project with the real life, item 2 reflected the students’ and
teacher’s role, items 3, 5, and 10 reflected the application of the
acquired knowledge, item 4 reflected the interdisciplinary of the
project, item 6 reflected the product of the project, item 7 reflected
group work, item 8 reflected the doing research, and item 9
reflected the students’ interest.
28
3.3 Design and Procedure
The aim of the study was to investigate the effects of project-

based learning on students’ achievement in and attitude towards
geometry. A single group pre-test and post-test design was used
when comparing initial and final scores of the students.
Project-based learning was conducted by using the lesson
plans developed by the researcher by considering the criteria of
project-based learning and the guidance of a university professor in
mathematics education. After the lesson plans were designed, they
were given to three elementary mathematics teachers to control
the criteria of the project-based learning according to the checklist.
After the treatment, teachers who observed the lesson, they filled
the checklist whether the project-based learning conducted in the
class.
A month prior to conducting the project-based learning, five
primary school teachers and four elementary mathematics teachers
who were going to observe the classes were trained about the
features of the project-based learning, its application, and
evaluation. After this presentation, the content of the project was
explained. Thus, the observer teachers had the basic information
about project-based learning, its advantages, disadvantages,
application in the classroom environment, and evaluation.
In this study six instruments (two achievement tests, student
survey form, teacher’s observation form, lesson plan evaluation
scale, and geometry attitude scale were used. Achievement tests
and geometry attitude scale were administered as pre and post
test, with an interval of approximately four weeks between them
where student survey form was applied as a post-test. The pre–
29
tests were administered after the expository geometry teaching
and before the project-based learning to determine the students’
achievement.
The time allotted for the achievement tests was one lesson
hour for each. Prior to the administering the achievement tests, the
researcher announced to the students that their scores from these
tests would affect their course grade to make them answer
questions with diligence, dedicate the duration to the tests, and
show serious effort in responding each question.
Students’ names were not disclosed while scoring the tests.
The researcher graded the answers on the basis of the question
number rather than each student. In other words, the answers
given to question 1 were graded by going through each student’s
answers. Upon the completion of grading by the researcher, the
other four mathematics teachers in the school checked the grading.
Both the pre and post administration of the PAT yielded
Cronbach alpha reliability coefficients of .91, whereas the
administration of the CCAT as pre and post yielded Cronbach alpha
reliability coefficients of .94 and .89, respectively, which indicate
high reliability.
The time allotted for the administration of the geometry
attitude scale was approximately 15 minutes each time. Cronbach
alpha reliability coefficients of the pre and post implementation of
the GAS were found as .95 and .92, respectively, which indicate
high reliability.
Student Survey Form was administered as a post-test
allotting time approximately 25 minutes. The draft form of the
student survey was checked by an elementary school mathematics
teacher and a university professor in mathematics education in
30
terms of the language, the clarity of the questions and
appropriateness of the content.
Teacher’s Observation Forms were constructed and checked
by an elementary school mathematics teacher and a university
professor in mathematics education in terms of the language, the
clarity of the items and appropriateness of the content. There were
two observation forms, one of them was applied before the project-
based learning, during the expository teaching, and the other one
was applied during the project by the observer teachers. Thus, the
comparison between before and after project-based learning was
provided in the class as a whole.
Upon the completion of the project-based learning interviews
were administered. The interviews for the study were semi–
structured. During the interview, first the researcher explained the
aim of the interviews, and then the students were asked questions
prepared previously. After the students’ explanation, general
inquiries were made, such as, “explain,” “clarify,” or “why” and
continued to ask more specific questions, until a response was
elicited. This process was repeated for each question in the
interview. Interview length varied from 10 to 15 minutes. The
interview tone was amiable and non-threatening, and efforts were
made to make students comfortable with providing candid
response. Each interview was conducted individually in a quiet area
of the school like the library or an empty classroom.
3.4 Development of the Lesson Plans and Project Worksheets
While developing the project which was comprised of four

lesson plans and worksheets (see Table 3.4), features of the
31
project-based learning were taken into account such as the relation
of the project with the real life, student’ and teacher’s role, group
work, the application of the acquired knowledge, the
interdisciplinary of the project, the product of the project, the doing
research, and the students’ interest. Developing and modeling an
apartment complex project confront students with a situation
related with real life problems. The project also provided a student-
centered education. Moreover, teacher’s role as a guider was to
facilitate exploration, development, imagination, and
communication of ideas and concepts. Students are required to be
active participants by doing, drawing, researching, measuring,
comparing, finding, deciding, discussing, criticizing, imagining etc.
in the process. The product of the project is a model of the
apartment complex. Developing and modeling an apartment
complex is an interdisciplinary task including geometry, art, and
geography.
The goal of the project was to help students understand the

principles of the subjects of geometry as the polygons, the circle,
and the cylinder, integrate them with art and geography by
planning, calculating, and modeling an apartment complex, which
is comprised of apartments, pools, shopping centers, sport centers,
water tanks and green and wooded areas, and apply them to real
life problems. Since project-based learning was interdisciplinary,
different disciplines such as mathematics (proportions,
measurement), geometry (triangles, polygons, circle, and
cylinder), social science (climate, etc), and art (making an
apartment complex model from the cardboard) were used in the
project. In art lesson, there is an aim that is used in this study. The
aim is producing the three dimensional figures, object, and subject
32
with different materials. Thus, mathematics and art lessons have
integrated.
The driving question of the project was, “How is an

apartment complex built?” This project was inspired by “101
Mathematical Projects” (Bolt&Hobbs, 1989) in which “planning a
new kitchen” and “decorating and furnishing a room” were
required. Motivated by these projects and discussions with other
mathematics teachers at school, a more complicated and
interdisciplinary apartment complex project requiring a longer term
was developed by the researcher.
After the lesson plans and worksheets were formed, the

university professor who specialized in mathematics education
along with two elementary school mathematics teachers filled out
the evaluation scale. After the project was finished, the observer
teachers filled out the scale in order to determine whether project-
based learning was conducted according to the instructional
approaches or not. The draft forms of the plans and worksheets
were checked and a lesson plan evaluation scale was filled out by
the university professor who specialized in mathematics education,
and with her criticism and suggestions many modifications were
made.
The directions in the project worksheets were decreased, and
the students were allowed to take more initiative. For example, the
determination of the proportions of the areas in the apartment
complex was left to the students to be decided.
In the draft form, the mathematical calculations were
completed before the model building took place. After the
modifications were made, the mathematical calculations were done
simultaneously with and not prior to model building. Some
33
resources were suggested in order to guide students toward doing
research.
In addition to the work to be done on the worksheets, the
format of the worksheet was further standardized by providing
clues about what the next lesson will entail and by assigning
homework to prepare the students for the next lesson at the end of
each worksheet.
In order to challenge the students, they were given extra
problems such as computing the distance between the trees, the
area allocated for each tree, the area to be used in the case the
shopping center is multi-storied, and the dimensions of the
trapezoid given its area.
After forming the lesson plans and worksheets four mathematics
teachers in elementary schools checked by using the lesson plan
evaluation scale, each lesson plan and worksheet in terms of their
content, appropriateness of the project-based learning, the
language used, and the grade level of students.
34
Table 3.1 The aim of the lesson plans
# of
Lesson
Plan & Time Aim
Work-
sheet
4x40’
Making the general plan of the
(Mathematics
apartment complex.
Lessons)
1
Deciding scale of the complex, the
3x40’ (Art
dimension of the given area for the
Lessons)
model of the complex.
Deciding the number, the shape o the
4x40’ basement, and the area of the
(Mathematics apartments.
2 Lessons) Deciding the volume and the dimension
of the water tank.
3x40’ (Art Making the model of the apartments
Lessons) and the water tank.
Choosing the number and the type of
4x40’
trees according to the climate.
(Mathematics
Calculating the green and the wooded
3 Lessons)
areas.
3x40’ (Art Making the model of trees and green
Lessons) areas.
4x40’
Deciding the dimension of the
(Mathematics
swimming pools and shopping center.
4 Lessons)
3x40’ (Art Making the model of the swimming
Lessons) pools and shopping center.
3.5 Treatment
Project-based learning lasted five weeks (35 lesson hours)

during the 2004–2005 academic year. In this study, prior to
undertaking the project, expository teaching was made about the
knowledge of angles, triangles, polygons, and cylinder which
35
students would use during the project. The time schedule of
subjects was given in Table 3.5. The study was conducted in
mathematics and art courses. There were four mathematics classes
and three art classes in each week. Each lesson lasted 40 minutes.
The project was conducted in students’ regular classroom. Students
were assigned to two-member, mixed ability groups. While forming
the groups the art teacher and the researcher took into
consideration those students who work well together. They were
instructed to work together as a group, make decisions by
consensus, complete the assignments together, ensure that all
group members contributed their ideas, suggestions, and seek
assistance primarily from each other. In the classroom, single-
student desks were organized in order to make students to be able
to work in groups of two.
Table 3.2 The geometry subjects instructed before the project-

based learning
Subjects Time Schedule Duration

Angles 21-25 March 2005 4x40’
Triangles 29 March-1April 2005 4x40’
Polygons 4-8 April 2005 4x40’
The Perimeter and the
11-15 April2005 4x40’
Area of the Polygons
Circle, Circular Region 18-22 April 2005 4x40’
The Perimeter of a
Circle, the Area of the 25-29 April 2005 4x40’
Circular Region
Cylinder 2-6 May 2005 4x40’
36
In mathematics classes, students selected the main things
such as the name and city of the apartment complex, the scale of
the project, and calculated the area of the each villa or apartment
and other areas in the mathematics classes by the help of the
researcher and the other teachers (mathematics and primary
school teachers) who observed the lessons. In art classes, the
students built small-models of the apartment complex according to
the measurements they selected in advance.
Mathematics and primary school teachers observed the
lessons. Students asked questions in the beginning particularly and
needed to be guided; however, a single teacher was not sufficient
to meet the needs of all students, thus mathematics teachers also
assisted students.
In the first week, students were informed about the project
and were given an area the shape of which was a trapezoid. Then
they were asked to design the given area as an apartment
complex. The proportion of each area could be changed according
to the students’ preferences. The needed guidance was provided
for those students who had difficulties setting the proportions. After
calculating the areas by using the given information, the students
focused on each section of the apartment complex.
During the initial lessons, students had problems with group
study, homework, research, effective time management, and
finding solutions for the real life problems that were different than
the problems they had faced. Moreover, the students were
instructed to keep a project folder for the worksheets and the
resources they searched, but some of them had a hard time
bringing their folders to the class regularly.
37
There were some problems in art classes, too. Some students
failed to bring the necessary materials for the model. The students
without any material had to borrow the cardboard from their
friends. When borrowing was not possible they helped the other
group members. While making the models, students had difficulties
about guessing the dimensions of the areas of the model. Some
students changed the dimensions of the apartment complex after
realizing the dimensions they selected were not the dimensions
they really wanted.
In the second week, the group of students determined the
shape of the apartments or villas and water tank. Apartments could
be any quadrilaterals, triangles, or circle. Students had to consider
the area of the apartments. They might plan to do only one
apartment having large area or many apartments having small
area. It depended on the members of the groups. Water tank had
to be the shape of cylinder. Subjects were asked to collect data
about daily water consumption of their family and research the
water bill of their family and according to the information on the bill
they calculated the daily assumption. They calculated the average
of each family’s water consumption and decided the volume of the
water tank. In the second week, the problems decreased. Students
became more involved in developing an apartment complex and
they started to enjoy what they were doing. In art classes, while
making the small model of the complex, students worked very
fastidiously and they built complex and esthetic apartment models
with doors and windows though it was not necessary.
In the third week, the types of trees were selected according
to the climate of the region. Trees and green area had to be non
allergic. While researching the type of trees subjects used their
38
geography knowledge. The subjects who needed guidance were
provided by the geography teacher at school. The area that
covered by a tree and the interval between the trees had to be
considered according to properties of the tree. Some of the
students bought artificial trees from stores while others made their
own trees out of leaves.
In the last week, the swimming pools and shopping centre
were designed. The number of the swimming pools was decided by
the group members. Shopping centre could be in any shape. The
colors of the cardboard used by the students were similar to real
life.
In the apartment complex, subjects had to use, circle,
cylinder, and all types of quadrilaterals. The researcher took notes
in each lesson about problems, interesting ideas. Every group
demonstrated their complex, after the work was totally done. The
presentations were video recorded the researcher.
39
Table 3.3 Outline of the procedure of the main study
Time
Treatment
Schedule
Geometry Attitude Scale 3 May 2005
Academic Risk Taking 4 May 2005
Pretests Polygons Achievement Test 5 May 2005
Circle and Cylinder Achievement
6 May 2005
Test
9 May –
Treatment Project Based Learning
2 June 2005
Geometry Attitude Scale 3 June 2005
Academic Risk Taking 6 June 2005

Posttests
Polygons Achievement Test 7 June 2005
Circle and Cylinder Achievement
8 June 2005
Test
Students Survey
9 June 2005
Interviews
Throughout the implementation of the project, the researcher

kept a journal to record student questions, reactions, the areas of
difficulty and ease for the students, and the process in general.
This journal also included wide range of issues that arose from day
to day. An informal interview conducted with students was
documented in the journal as well. In addition, I as a classroom
teacher also added my insights about project-based learning, and
its implementation in the classroom.
40
3.5.1 The Researcher’s Diary
Lesson 1 (03.05.05, 40 minutes, mathematics class)

In the first twenty-five minutes of the lesson, problems
involving the topic of the cylinder were solved. The students were
given the pre-test of the geometry attitude scale for about fifteen
minutes. Some of the students having concerns asked question
such as “Should we write our genuine opinions?” and “Does this
scale affect our grades?” The researcher encouraged them to write
what their true thoughts were and told them it definitely would not
affect their grades. After filling out the scale, some of the students
felt free to say that they wrote they did not like geometry on the
scale.

At the end of the lesson, students were informed about the
study after solving the cylinder problems. They were told that they
were going to develop an apartment complex in groups of two,
which they were free to choose their partner. Moreover, they were
advised to observe and investigate the apartment complex around.

Students were given the pre-test of the polygon achievement
test.

Students were given the pre-test of the circle and cylinder
achievement test.
41
Lesson 5 (09-10.05.05, 4x40 minutes, mathematics classes)
Before the class, students were divided into groups and
organized the desks in order to work in groups of two. The lesson
began with working on worksheet number 1. Students started to
think about the name and city of the apartment complex. In this
part of the lesson, it was observed that students had a lot of fun.
A mathematics teacher and two primary school teachers
observed the lesson and guided the students. Students had
difficulties especially in setting up the scale and calculating the
area of the trapezoid. Moreover, students had time management
problems.
Students # 20 and # 21 had problems in group work. S20
made decisions without asking her group partner, causing an
argument. They were told to make everything together.
Some of the students (S15, S16, and S18) did not pay
attention to the study. They perceived the group study as if it were
a free period.
Lesson 6 (12.05.05, 3x40 minutes, art classes)

Students cut the cardboard for the base on which the
apartment complex would be built. It was observed that they
worked very carefully.
The art teacher helped students make the models.

Students worked on worksheet number 2. Although the
students were told not to forget to do their homework, some of
them did not bring the water bill. They were told to get the
information from their friends who had done the homework in class
42
and then to change the amount of the water consumption as
though they had their own bill. Once they went home, they had to
calculate the volume of the water tank all over again at home, this
time with their real water consumption figures.
S16 became involved in the study. He did his homework
carefully. Although he was trying hard, he had difficulty calculating
the areas and the proportions, and he needed to be guided a lot
because his mathematics achievement was very low.
In this class, students did not have time management
problems. Moreover, some students finished their work and started
working on the model of the apartment complex.

Students started making the physical models of their own
apartment complexes. While making the models, students had
difficulties with guessing the dimensions of the areas of the
models. Some students changed the dimensions of the apartment
complex after realizing the dimensions they had selected were not
the dimensions they really wanted. In addition, students had
problems understanding the proportions of the apartment complex.
For instance, they wanted to make the increase in the size of the
apartments larger than the increase in the size of the shopping
centers. The scale of a map was provided as an example of this.
They were told that the maps each had a scale and that every
measurement decreased or increased by the same scale.
Students stated that this study was very fun, especially
making the models of the apartment complexes. Two mathematics
teachers and an art teacher observed the lesson and helped the
students during class.
43
Students completed their work. They made the models of the
apartment complexes willingly. Some of the students did not have
the courage to do the models by themselves. They were afraid of
making mistakes. The researcher provided the necessary support
for them to do it by themselves.
During the lesson, students worked on worksheet number 3.
Students investigated the climate of the city where their apartment
complex was located. They searched the type of trees and plants
and determined the quantity of them. Students shared their
knowledge with each other. Students’ photographs were taken by
the researcher while they were studying.

Students made the physical model of trees out of pieces of
sponge and tree branches. They enjoyed making the models. While
engaging in group work, some students worked harder competing
with their group partners. S10 forced S12 to do the calculations
quickly and make the models carefully. As a result, S12 worked
much more carefully and quickly. S3 and S9 were in the same
group, but S9 was not in class on that day. S3 had low
mathematics achievement and had difficulty with math. Hence, he
did not want to continue with the work. He believed that he could
not do anything without his group partner. The researcher helped
him make the three dimensional shape of the houses. When he
realized that he could do it on his own, his eyes gleamed, and he
felt very happy.
44
Students worked on worksheet number 4. Students decided
the shape and the number of swimming pools. Generally, they built
a pool for adults and another pool for children.
Students had a lot of fun while building the shopping center.
They named the center and argued about what it should involve.
Some of them decided to make a small market while others wanted
a big shopping center. They picked the names of the stores in it.

Students made the physical models of the swimming
pool/pools and the shopping center. Students insisted on doing the
pools from the blue cardboard.
In the final class, they arranged and finished their models of
the apartment complexes. Students’ photographs were taken while
they were working.
3.6 Treatment Verification
Lesson plan evaluation scale was developed by the

researcher as a project-based learning implication survey. This
scale focuses on the instructional flow in the class. At the end of
the treatment period, the observer teachers were given the lesson
plan evaluation scale (see Appendix F) to determine the degree to
which the researcher implemented the lessons according to this
criteria and lesson plans. As seen in the scale, the observer
teachers were asked to grade items ranged 1, “strongly disagree”
to 5, “strongly agree.” All of the observer teachers graded this
45
scale by giving them grade 5. This demonstrated that the
implementation by the researcher went as planned.
3.7 Analysis of Data
The data gathered through the achievement tests and

attitude scales were analyzed by using Statistical Package for
Social Sciences 11.0.
The descriptive statistics; mean, median, mode and standard
deviation were calculated for PAT, CCAT, and GAS to summarize,
organize and simplify the data and to control the assumptions of
the inferential statistics.
The t-test for correlated means is used to compare the mean
scores of the same group before and after a treatment of some sort
is given, to see if any observed gain is significant (Fraenkel &
Wallen, 1996). A one group pre-test and post-test design was used
when comparing pre-test and post-test scores of students’
achievement in geometry, and attitude toward geometry.
3.8 Internal Validity
Internal validity is the extend to which detected differences

on the dependent variables are associated with the independent
variables –treatment- and not some uncontrolled variables
(Fraenkel&Wallen,1996). Threats to internal validity are alternative
explanations of the results that are not related to the treatment.
In order to control history effect, groups were administered
all tests at the same time. The results of the treatment may be
associated with specific events occurred between pretest and
46
posttest. This was not an issue because the length of the study was
limited to five weeks.
Another likelihood of threat might be the exposure to pretests
could change the performance of subject in related posttests. There
were four weeks for the implementation of posttests. This time
periods were assumed to be sufficient for desensitization.
Moreover, the students were not informed that the test given was a
pretest. They just knew that it was an exam which would affect
their grades. They were also aware that the posttest administered
at the end of the 4 weeks was another exam that would affect their
grades. During the posttest, only a few students questioned
whether they had taken the test before, yet the others did not
become aware.
Maturation threat means the results of the treatment may be
associated with the passage of time rather than treatment. This
was not an issue because the length of the study was limited to
five weeks.
Another important threat comes from the implementation of
the treatment, and it might cause some observed differences in
outcomes. This threat may come from the differences in instructors
(e.g. teacher gender, teaching ability, attitude, or biases toward
the treatment, encouragement, verbal reinforcement). However, in
our case, the instructor was the researcher for both groups.
Therefore, this threat did not apply in our case.
Instrumentation threats can be in the form of instrument
decay, data collector bias, or inadequate demonstration of
reliability and validity of the assessment. In this study, although
open-ended questions were used in the achievement tests, each
question was divided into subtasks according to the objectives
47
covered and each task was scored as 0, 1, 2, or 3. Therefore,
instrument decay was not a viable threat. Data collector was the
classroom teacher. This was helpful to control data collector
characteristics and data collector bias. Besides this, the scoring of
the achievement test was completed item-by-item for each student
to eliminate the fatigue of the class teacher, such as being tired or
being rigorous.
Furthermore, the outcomes of the study might be affected by
the attitude of the subjects. Since the researcher was the
researcher at the same time, there was no need to announce that
an experiment was being conducted. Students had no idea about
project-based learning and attitudes. The attitude scale was shown
as though they were the work of the counseling unit while the
project was announced as a study specific to our school and as a
part of the course. Therefore the attitude of subject threat was
removed.
3.9 Limitations of the Study
The fact that the questions on the pre-test and post-test of

the achievement tests were the same might appear to be a
limitation of the study. However, the students were not told that
the test they took was a pre-test, and no information was given
indicating that the test was going to be re-administered. Moreover,
the answers to the questions were not provided in class.
The interviews done by the researcher herself might seem to
be another limitation. One might think that the students would be
untruthful or hesitant to provide truthful responses. Nevertheless,
the participants had stated that they were able to comfortably
48
express their dislike for geometry on the geometry attitude scale
pretest. Hence, one could conclude that they could easily tell what
they really felt during the interview. In summary, all these
situations that might each appear to be a limitation did not
constitute a limitation.
49
CHAPTER 4
RESULTS
This chapter is divided into four sections. The first section

presents the statistical analysis of the data. The second deals with
the inferential statistics results produced by testing the null
hypothesis. The third presents the qualitative results. The last one
summarizes the findings of the study.
4.1 Descriptive Statistics
4.1.1. Descriptive Statistics of the Polygons Achievement Test
Table 4.1 presents the descriptive statistics of the PAT. This

table illustrates differences across assessment times. As it is seen
in this table, the POST_PAT mean scores was higher than the
PRE_PAT mean scores. The PAT men score increased from 39.46 to
63.04.
Table 4.1 Descriptive Statistics of the PRE-PAT and POST-PAT

PAT_PRE PAT_POST
Mean 39.46 63.04
Median 30 62
Mode 16 92
Std. Deviation 26.90 25.61
Possible maximum and minimum scores for both exams:100 and 0.
50
The clustered box plots of the PRE_PAT and POST_PAT are
plotted in Figure 4.1. As the figure indicated, there was no outlier.
The box contains mid 50% percent and each whisker represents
upper and lower 25% of the cases. According to that, the lower 50
% of the PRE_PAT ranged between 10 and 30 whereas the upper
50 % ranged between 30 and 93. On the other hand, the lower 50
% of the POST_PAT ranged between 21 and 62 whereas the upper
50 % of the lied between 62 and 98. Moreover, the mid 50 percent
of the PRE_PAT is less than the median of the POST_PAT.
120
100
80
60
40
20
0
N= 24 24
PRE_PAT POST_PAT
Figure 4.1 Box plot displays of the PREPAT and POSTPAT scores
4.1.2 Descriptive Statistics of the Circle and Cylinder Achievement

Test
Table 4.2 presents the descriptive statistics of the CCAT. This

table illustrates differences across assessment times. The mean
score of the POST_CCAT was higher than the PRE_CCAT mean
scores. There is a mean increase of 28.42.
51
Table 4.2 Descriptive Statistics of the PRE_CCAT and POST_CCAT
PRE_CCAT POST_CCAT
Mean 38.50 66.92
Median 23 63.50
Mode 16 100
Possible maximum and minimum scores for both exams:100 and 0.
To compare the distribution of the CCAT scores visually, the

clustered box plots of the pretest and the posttest were
constructed (Figure 4.2). Although, in both test the minimum and
maximum scores are approximately same, the mid 50 percent of
the PRE_CCAT is quite less than the median of the POST_CCAT.
The lower 50% of the PRE_CCAT ranged between 10 and 23
whereas the POST_CCAT ranged between 16 and 63.5.
Furthermore, the interval of upper 50% of the CCAT scores got
smaller.
120
100
80
60
40
20
0
N= 24 24
PRE_CCAT POST_CCAT
Figure 4.2 Box plot displays of the PRECCAT and POSTCCAT scores
52
4.1.3 Descriptive Statistics of the Geometry Attitude Scale
The descriptive statistics related with the PRE_GAS and the

POST_GAS appears in Table 4.3. The mean of the POST_GAS was
higher than the mean of the PRE_GAS. The mean score increased
from 41.04 to 47.88.
Table 4.3 Descriptive Statistics of the PREGAS and POSTGAS

GASPRE GASPOST
Mean 41.04 47.88
Median 44 48.50
Mode 33 56
Possible maximum and minimum scores for both exams: 60 and

12.
The clustered box plot of the PRE_GAS and POST_GAS

appears in Figure 4.3. As seen from the figure, the mean score
slightly increased from pretest to posttest. The minimum score of
the scale was increased from 12 to 26. Moreover, the range was
decreased from 45 to 34.
53
70
60
50
40
30
20
10
0
N= 24 24
PRE_GAS POST_GAS
Figure 4.3 Box plot displays of the PREGAS and POSTGAS scores
4.2 Inferential Statistics
4.2.1 Missing Data Analysis
There were no missing data in all pretests and posttests. The

fact that the number of students in the study was not high and the
fact that the researcher, who was also the class teacher, monitored
the class during the application were factor in achieving a result
with no missing data.
4.2.2 Inferential Statistics
In this part, the findings of the analyses to answer the

research question will be presented. The question was as following:
54
What are the effects of project based learning on the 7th
grade students’ achievement in geometry and attitudes toward
geometry?
In order to answer this question, data were analyzed by
using paired-samples t-test for comparing means at the 0.05
significance level.
4.2.2.1 Null Hypothesis 1
The first null hypothesis was: There will be no significant

difference between pre-test and post-test mean scores of polygon
achievement of 7th grade students exposed to project-based
learning.
A paired-samples t-test analysis was conducted to evaluate
this null hypothesis. The first null hypothesis was rejected since the
significance value p=0 was below 0.05. There was significant mean
difference between the pre and post test of polygon achievement
test. Table 4.4 presents the results.
Table 4.4 Paired-Sample t-test for PAT

Mean t value Sig.
Difference (two-tailed)
PRE_PAT& -23.58 -6.70 O
POST_PAT
A careful study of the Frequency table of PAT (see appendix

N) showed that the number of low achievers with scores under 50
has decreased from 16 on the pre-test to 8 on the post-test.
55
Moreover, high achievers with score over 85 did not change
significantly. Their improvement ranged from 2 to 10.
The second null hypothesis was: There will be no significant

difference between pre-test and post-test mean scores of circle and
cylinder achievement of 7th grade students exposed to project-
based learning.
this null hypothesis. The second null hypothesis was rejected since
the significance value p=0 was smaller than 0.05. There was
significant mean difference between the pre and post test of circle
and cylinder achievement test. Table 4.5 presents the results.
Table 4.5 Paired-Sample t-test for CCAT

Mean t value Sig.
PRE_CCAT& -28.42 -5.62 O
POST_CCAT
Frequency table of CCAT (see appendix O) showed that there

was an improvement between the pre-test and post-test scores.
Among the pre-test scores of the students, there were 16 students
who scored below 50. The number of low achievers decreased from
16 to 6 on the post-test. However, high achievers with score over
85 did not change significantly. Their improvement ranged from 3
to 6.
56
The third null hypothesis was: There will be no significant

difference between pre-test and post-test mean scores of 7th grade
students’ attitude toward geometry exposed to project-based
learning.
this null hypothesis. The significance value was p=0.011. Since this
value was smaller than .05, the null hypothesis was rejected. The
result indicated that there was significant mean difference between
the pre and post of geometry attitude scale. Table 4.6 presents the
results.
Table 4.6 Paired-Sample t-test for GAS

Mean t value Sig.
PRE_GAS& -5.79 -2.07 0.011
POST_GAS
4.3 Qualitative Results
In order to determine the reasons for the improvement in the

achievement tests and attitude scale, student survey form,
interview responses, the teachers’ observation scale and the
researcher observation were used. The following excerpts from the
interview responses and student survey forms. They are indicated
by codes that consist of numbers and letters given in parentheses
at the end of each excerpt. For example, in the code (S7), S7
57
indicates the quote by student number 7 from the student survey
form. If the excerpt is taken from the interview responses, then S7
is preceded by INT, such as (INTS7). The comments following the
excerpts have been made by taking into account the data obtained
from the observations of the researcher and the teacher
observation form.
In order to get the students’ opinions related to the effects of
project-based learning on their achievement, the students were
asked the questions of following types, “Does the project affect
your geometry achievement? And how?” and “What do you think
about your geometry achievement?” All the students stated that
project-based learning increased their geometry achievement while
the reasons they presented varied. Moreover, in order to get the
students’ feelings and opinions in relation to the effects of project-
based learning on their attitude towards geometry, they were
asked the questions of “What do you think about your attitude
toward geometry? Do you enjoy the topics of geometry?” and “Do
you love geometry?” All the students stated that project-based
learning considerably improved their attitudes toward geometry.
The interview responses and the data from the student
survey forms suggest that the main reasons for the improvement
in the students' achievement levels and their attitudes are making
their own products and solving authentic daily life problems by trial
and error.
58
4.3.1 The Effects of Solving Authentic Daily Life Problems on
Achievement and Attitude
Some students reported that solving authentic daily life

problems affected their learning and achievement positively. Real
life problems were more interesting and familiar to them. The
project enabled the students to have an opportunity to learn how
to use their knowledge. They stated that they felt the importance
of geometry and understood more clearly when to use it. Dealing
with authentic situations instead of routine math problems
captured their attention and helped them concentrate on the topic.
They also stated that they had fun with the project. With the help
of the study, the students realized the connections between life in
other disciplines and mathematics. Solving challenging real life
problems helped them gain a new perspective.
Some of the students stated that while determining the
dimensions, areas, and the volume of the houses, the water tank,
etc., they did a lot of calculating and realized that they had no
problems calculating. They frequently calculated areas, volumes
and used mathematics as the tool for making the model. Since
they became skilled in calculating, their achievement levels were
higher. They mentioned about the effects of solving authentic daily
life problems on achievement and attitude examples as follows:
“Before the study, the calculation of the dimensions and the

areas were difficult for me. But after the study, I realized that
they were not difficult at all, and geometry was everywhere
in our lives. For instance, I could not estimate how much 4
centimeters were in reality, but now I am able to. When I
59
made mistakes, the teacher guided me, and I corrected them
sooner or later. I think the study made learning easier (S2).”
S2 was very silent in class. She did not want to get up to the
blackboard and was afraid of giving the wrong answer to the
questions. Although she had difficulty with the calculation of the
proportions and the areas, and she had a difficult time while
making the model of the apartment complex, her achievement
increased with the help of the project. She explained that this
project developed her estimation and helped her learn better.
“I could not understand the circle. After I did the study, I

realized it was easy. We should do studies like this in order to
understand geometry better because it is then easier to
understand. The more I was involved with the study, the
more I learned and the better I understood geometry (S3).”
S3 had much difficulty learning geometry. He would just sit

without any participation during class. He did not believe he could
ever succeed in math, and his belief continued until he worked
alone. When his partner was not available, he had to work alone.
When he was encouraged and guided by the researcher, he
discovered that he could make the model of the project. After he
calculated, measured, cut, and pasted the cardboard on his own,
he realized that he had actually made the model. His eyes shone
with joy and excitement. Although his achievement did not
increase sufficiently, he enjoyed and loved geometry with the help
of this study. At least, he started to enjoy and love geometry,
helping his attitude become more positive. Secondly, he started to
60
feel some confidence and started to study willingly. Third, he
believed that he could regain effectiveness after making mistakes.
“I don’t like things I cannot succeed in. However, doing a

study like this is enjoyable. I like calculating the areas of
homes and things like that. I still have difficulty in detailed
calculations but I can do the parts of geometry that are not
complicated. That is why I like it (INTS5).”
S5 was timid in class. Since he had a problem of being

hyperactive and was in treatment, he got bored easily and could
not concentrate on the lesson. Thus, his achievement level was
low. This study attracted his attention, and he started to
investigate the features of the apartment complexes in nearby
places. He started to work on the calculations of the areas. He had
some time management problems while making the project. He
usually did not do his homework and had some trouble doing the
project on time. He thought that this project was enjoyable and
that he acquired additional information about effective time
management and about the materials that he used, such as the
harmful effects of glue.
“With the study, I learned areas much better through trial

and error. We frequently calculated areas and used
mathematics as the tool for making the model. After the
study, my geometry achievement level was higher (INTS8).”
S8 was interested in mathematics, participated in class, and

wanted to learn the topic completely. As soon as she understood
61
what to do in the study, she tried calculating the areas by trial and
error, i.e. by trying different dimensions until she got it right. She
liked to solve the problem using her own ideas. As a result, the
study helped her achievement level go up.
“My geometry achievement went from 0% to 100% with this

study. Now I love geometry, I adore it. I loved being involved
in this type of study instead of routine problems. Thanks to
the study, my geometry achievement improved while my
interest in geometry and other topics of mathematics went
up. I now think math classes are fun. They are more fun than
even physical education classes. Before the study, I was
confused about shapes and formulas, but now I know them
very well (INTS16).”
S16 had problems with geometry and his achievement. He

generally did not participate in class, did not do his homework, and
often chatted with his friends. When he learned that the he had to
be a part of the study, he became concerned about it and started
to research the relevant information. He stated that his
achievement in geometry before the project was 0% and after the
project 100%. He himself expressed his achievement level in
geometry in percentages without any prodding by the researcher.
He learned how to calculate the area of the shapes and
implemented it. This study got his attention, and he started to love
geometry and mathematics. Thus, his achievement was higher.
“Before this study, there wasn’t any topic I did not

understand, but there were topics with which I had a hard
62
time. We calculated the areas, volumes and its dimensions a
lot. Now I no longer have a hard time with any topic (S24).”
“I loved geometry after this study. I better understood things
because it involved application. I could not hold the formulas
in my memory before the study. Because I had to do
calculations, I could remember the formulas since we had to
use them frequently. Understanding the formulas and
applying them to problems increased my achievement level
(INTS24).”
Although S24 worked hard, she used to avoid extra work

such as projects. In the study, she especially enjoyed making her
own apartment complex model. She made the houses from
cardboard and then carved the cardboard to make the windows.
Moreover, she made the garage for every house. She also made
the pool for every house, taking onto account the depth of the
pool. In addition, she built the fences around the houses by
stapling matchsticks together. She decided on all these details by
herself without any guidance. She enjoyed making the model very
much. Since she had fun with the study, her achievement went up.
4.3.2 The Effects of Product-making on Achievement and Attitude
All of the students were happy to make their own models of

the apartment complex. Making a product of their own skills helped
them pay attention, and their desire to work increased.
Consequently, their achievement levels went up.
They generally concurred that making their own apartment
complex improved their attitudes. Developing the apartment
63
complex model gave them something of their own, and creating a
product with their own efforts in such a manner increased their
interest and enjoyment. They started to work more willingly even
during breaks. Especially those students who did not like
mathematics or geometry started to love geometry and the other
topics of mathematics. They mentioned about the effects of
product-making on achievement and attitude examples as follows:
“The study was enjoyable. We built something like a little,

cute town. It was nice to have an apartment complex of my
own (S4).”
“It was enjoyable to be involved in a study like this. It was
nice to make to make the models ourselves (S7).”
“I think developing an apartment complex was very
enjoyable (INTS7).”
“I learned by trial and error how to make three dimensional
shapes out of cardboards. I had a difficult time at first, but
then I got used to doing it (INTS8).”
“I learned how to make three dimensional shapes. It was fun
making models and building our own apartment complex
(INTS11).”
“Achieving something by myself was a good feeling. I think it
was enjoyable (S18).”
“The study was very good, it was fun. Drawing, measuring,
cutting, and determining the location of the houses were a lot
of fun. The part I liked most was determining the location of
the houses, the shopping center, trees, and so on (S19).”
64
“Studies such as this are like games, a lot of fun. The classes
were boring before the study. I like classes now, especially
the topic of the polygons (INTS22).”
“Since we built the apartment complex using the geometric
shapes, I understood the nature of the geometric shapes
better. I will never forget the shapes and how they were
drawn (INTS4).”
S4 was very successful, and she enjoyed solving geometry

problems. Although she did not like doing the project in the
beginning, in time she began liking it. She had difficulty setting the
dimensions of the houses, the shopping center, and the scale, but
after finally setting them, she started to enjoy the project. She was
happy while working on the problem which had more than a single
solution and for which the solution depended on her. Moreover, her
creativeness developed with the help of this project.
“The part I liked the most was determining the placement of

the buildings within the apartment complex. This got my
attention, and my desire to work increased. As a result, my
achievement was higher (INTS19).”
S19 did not participate in class despite the fact that she paid
attention to the topic. Her achievement level was average. She was
interested in the study and worked with her partner willingly.
Although she had difficulty determining the dimensions of the
areas, making of her own apartment complex model made her
happy. She started to work more, and her achievement increased.
65
“My study partner and I discussed the dimensions of the
houses in the model very much. First, we made them 15 cm
x 15 cm. However, it was too big. Then, we made them 6 cm
x 6 cm and 6 cm x 7 cm. My mother and I bought toy
soldiers to use as security guards for the apartment complex
along with toy animals. We made trees out of pieces of
sponge and pine tree branches (S20).”
S20 was interested in mathematics and participated in the

lessons. This study attracted her for many reasons. She enjoyed
working on daily life problems, studying with her friends, searching
for the best solution for the problem. Since her attitude increased,
her achievement level went up.
4.3.3 The Effects of Group Work on Achievement and Attitude
Some students mentioned that working as groups affected

their learning. Their responses demonstrated that group works
facilitated them to learn the responsibility and provided motivation
to learn. The social interaction between the students assisted the
construction of knowledge. They helped to each other, by this way
learned from each other. They claimed that teaching each other
provided them learn better. They mentioned about the effects of
group work on achievement and attitude examples as follows:
“Working together with my friends made it more enjoyable.

During the project, we discussed our own ideas and created
some of the things ourselves. The topic became more
66
enjoyable. My achievement level went up with the study
(INTS20).”
S20 had a lot of friends and enjoyed being with her friends.
Discussing ideas and solving problems with her friends helped her
become more attentive, and her attitude and achievement
increased.
“I warmed up to geometry with the study. The study helped

us understand the formulas, learn how to make models and
build an apartment complex, and enjoy the classes. My
geometry achievement level was not very good, but it
improved a little with the study (INTS21).”
“I think it is better to work together with a friend and to get
help from someone (S21).”
S21 had problems understanding the topic. Even though he

studied a lot, he could not accomplish much. He had to be taught
on an individual basis. The study enabled him to receive personal
guidance from the teacher and his friends. Working with his friend
and doing something that he could accomplish increased her
attitude and achievement.
4.3.4 The Effects of Future Professions on Achievement and

Attitude
Some of the students stated that besides making the model

of the complex, primary sources improved their geometry
achievement and attitudes toward geometry. Some students’
67
responses revealed that their preference about future professions
affected their attitudes toward geometry positively. They gave
examples of the effects of future professions on achievement and
attitudes as follows:
“In the study, I think there were details that helped me

improve, even though those details tired us out. Yet, most of
them were still fun to do. I even decided to become an
architect because of this study. I thank my teacher for this
(S8).”
“I think the classes were more fun and enjoyable with the
study. Since I personally want to become an architect when I
grow up, I am very happy to have been involved in this study
(S9).”
“I learned a little about construction engineering. I learned
how they do things. I spoke with our neighbor who is a
construction engineer. It was fun and enjoyable to do it
(S21).”
Another reason why this study could help improve the

students’ attitudes and achievement was the opportunity it gave
them to be more closely acquainted with a vocation. Providing the
opportunity for the students to be able to learn more about their
possible prospective vocation caused them to explore more and
work harder, thus improving their attitudes and achievement.
68
4.4 Summary of the Results
In the light of the findings, the results could be summarized

as follows:
There was a significant mean difference between the pre-test
and the post-test scores of the polygon achievement test, the circle
and cylinder achievement test, and the geometry attitude scale
Creating a product with the work put into the study increased
the students’ achievement in and improved their attitudes towards
geometry. Working on authentic, daily life problems attracted
students’ attention and affected their achievement in and attitudes
toward geometry positively. Being involved in the study, working
as groups, and having fun increased students’ achievement in and
attitudes toward geometry. Project-based learning affected low
achiever students more than the others (see appendix N and O).
Project-based learning in geometry helps students develop their
estimation.
69
CHAPTER 5
CONCLUSIONS, DISCUSSIONS AND IMPLICATIONS
The main goal of this study was to investigate the effects of

the project-based learning on students’ achievement in and
attitude towards geometry. In the following sections; first,
conclusions are presented; secondly, discussion of the results are
given. Finally, implications of the study and recommendations for
further studies are announced.
5.1 Conclusions
The quantitative and qualitative analyses confirmed that

project-based learning had a significant effect on students’
polygons achievement, circle and cylinder achievement, and
geometry attitude.
Significantly better performance of the students was
attributable to the potential of the project-based learning to make
understanding better by engaging students authentic and real life
problems, providing interdisciplinary environment, providing
making the product of the study, and creating group work
environment.
5.2 Discussions
The aims of this study were to investigate the effects of the

project-based learning on the seventh grade students’ polygons
and circle and cylinder achievement in and attitudes toward
geometry.
70
When involved in an experimental study, the researcher
needs to be well acquainted with the students in his/her study
group and to possess the knowledge that will enable him/her to
interpret the possible changes in the student's behavior. Therefore,
the results of the study could be better evaluated if the researcher
was the class teacher or if the researcher monitored the group for
1 to 2 months in order to get acquainted with the group. Selecting
a sample group with which the researcher was familiar provided
certain advantages. First, the researcher had the detailed
information about students’ previous behavior and success in
various areas. Second, the students cooperated more willingly. In
addition, the researcher was able to monitor the whole process
much more clearly. Thus, interpreting the whole process with
students’ personalities helped obtain detailed information.
Findings of the study confirm that project-based learning has

a significant effect on students’ polygons and circle and cylinder
achievement. This finding of the study related with achievement
supports the findings of previous studies on fifth graders’
achievement on mathematics (Gültekin, 2005), seventh graders’
achievement on science (Korkmaz, 2002), fifth and sixth graders’
achievement on geometry (Meyer, 1997), students’ achievement
on computer (Özdener & Özçoban, 2004).
Several reasons may account for the positive effects of

project-based learning on geometry achievement. Learning with
project-based learning approach was enjoyable, which was also
found by Girgin-Balkı (2003) who stated that the projects motivate
students and let them have fun while learning something and
Gültekin (2005) who stated that the project-based learning
71
approach makes students happy during the learning process by
providing them with rich learning experiences. Furthermore,
making a product of their own increase the students’ attention level
and their desire to work, thus their achievements improve. The
project enabled the students to have an opportunity to learn how
to use their knowledge and students realized the connections
between life in other disciplines and mathematics (Yurtluk, 2003).
Solving challenging authentic real life problems helped them gain a
new perspective. Since the topic of the project was directly related
with people’s real lives, students became involved as they feel
familiar enough to possess and express opinions. Thus, project
allowed students to utilize the knowledge which they had already
acquired in school.
The significant difference in achievement in this study was

partly attributable to capability of project-based learning to enable
students to work together (Gültekin, 2005; Meyer, 1997; Yurtluk,
2003). Working in groups made the students learn the
responsibility, provided them motivation to learn, and enabled
them to acquire knowledge by receiving different ideas and
understanding others point of view. Project-based learning
provided the meaningful learning with the help of authentic real life
problems, which were more logical, interesting, and familiar to the
students, their understanding of the mathematical situation can be
enhanced (Civil, 1998; Gialamsa, Karaliopoulou, Klaoudatos,
Matrozos, & Papastavridis, 1999; Presmeg, 1998), and they can be
motivated to learn (Bussi & Boero, 1998; Koirala, 1999;
Wyndhamn & Salijo, 1997). In addition, working in a group enabled
to increase students’ interaction, communication, motivation, and
creative.
72
The questions that brought about the highest boost in
achievement were in those problem situations on which the
students most frequently worked; namely, the questions of area,
rate and ratio, volume of cylinder calculations. Because of the
study, the students found the opportunity to work with concrete
examples in geometry and were able to comprehend what they
were doing rather than memorizing them in abstract formulas.
They comprehended not just geometric subjects, but also
mathematical subjects, such as scale, ratio, and proportion.
According to the observations of the researcher and the

teacher observation form, the increase in attitude can be explained
by the fun students had during the project. In the interviews, many
students mentioned how enjoyful time they had during the process
of the project, especially making the product. While they had fun
during the lessons, their attitude increased. They implied that they
willingly participated to the lessons. As literature suggested, the
development of positive geometrical attitude is linked to the direct
involvement of students (Bergeson, Fitton, & Bylsma, 2000).
In this study, no significant change was observed in the test

scores of those students with high achievement. However, the
study helped to grasp the attention and increase the desire
particularly of those students with high capacity who
performed unsatisfactorily in the pre-tests due to their inclination
to get distracted during class. Providing those students, who were
easily distracted and used every chance to disrupt the lectures,
with the opportunity to engage in a project that belonged to them
brought about favorable results. In this study which was
implemented for the students to like geometry, to increase their
73
comprehension and achievement, my target group were the
middle-level students left after taking out the very successful and
insufficient students. The successful students succeed in any case.
The students whose efforts are insufficient along with those who
comprehend late do not go up to the desired level, but they show
improvement within themselves. However, I think that the main
point in achieving is, as in this study, increasing the achievement
of those students who are capable, but are underachievers
sometimes due to prejudgments, other times due to carelessness,
indifference, or some other reason.
Previous studies have shown a positive relationship between

students’ attitudes towards geometry and their performance in
geometry (Aiken, 1976; Davis, 2002; Haladyna, Shaughnessy, &
Shaughnessy, 1983; Kulm, 1980; Ma, 1997; Ma & Kishor, 1997;
Schoenfeld, 1989; White, 2001). Thus, one way that can be
attempted to improve a student’s performance is to improve their
attitude. This study has shown that an interdisciplinary course may
be more successful for achieving this goal. By doing
interdisciplinary projects, students begin to believe that geometry
is useful, important, and even interesting.
74
5.3 Implications of the Study and Recommendations
Based on the findings of this study and literature review

following suggestions can be offered:
More quantitative studies should be conducted on the effects of

project-based learning in different mathematics topics. Increased
performance of the students in the given instruments suggests that
project-based lessons should be developed in other topics of
geometry and mathematics.
Since the students in this study experienced project-based

learning for the first time, they had difficulties at the beginning. It
should be conducted in the group of students who experienced
project-based learning before. Taking into consideration that it is
more effective on students who are low achievers, the results of
the study can be re-evaluated after dividing the students into high-
medium-low achievement levels.
Replication of this study on different grades sample and other

mathematics topics are recommended to provide more in-depth
results. This would help to determine whether project-based
learning is effective for a wider range of age groups regardless of
the concepts. Complete randomization if provided in a replication of
this study would allow researcher to generalize over a wider
population. In this study, the videotaping of the process of the
project-based learning would have been preferred, but the
permission needed was not given. It is also recommended that
project-based learning be videotaped in future researches so that
75
some more information can be gathered from students’ behaviors,
gestures, and participation etc.
5.3.1 Recommendations for Teachers
Considering the difficulty of guiding and controlling the

students in classroom, it would be better to use project-based
learning in the class with small number of students or more than
one teacher. In addition, the number of students in the groups can
be increased while the number of groups can be reduced. With
respect to time, it should be taken into consideration that
particularly in the early stages, time problems emerge, and thus
planning should allow for ample time.
The teacher should give the students assignments that

involve doing research. In situations in which it is not suitable to
implement project-based learning in class, teachers can assign
these projects to students, either individually or in groups, as term
projects. They can then establish frequent meetings with students
in order to help them and provide them with the necessary
guidance.
5.3.2 Recommendations for Students
The results of the study done suggest that homework should be

undertaken on time, otherwise cannot be completed in time. While
76
engaging in group study, each and every group member should be
responsible in doing the work, in terms of either homework or
materials, assigned to him.
5.3.3 Recommendations for National Education Ministry
Time allotted for the geometry subject in the current

curriculum was not sufficient to implement this project. During the
preparation of the curriculum, the time allotted for the subject
should take into consideration the kinds of studies the teacher
would like to undertake, such as project-based learning.
5.3.4 Recommendations for Textbook Writers
In the textbooks used in schools, there could be the

maximum possible number of project examples. The calculations
needed and the instructions for the project can be placed in
student workbooks. Hence, teachers would have the opportunity to
develop pre-existing projects and adapt them to their own
situations instead of creating a project from scratch.
77
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88
APPENDIX A
POLYGONS ACHIEVEMENT TEST
T.C.
ANKARA VALİLİĞİ
ÇANKAYA ÖZEL BİLİM İLKÖĞRETİM OKULU
2004-2005 Eğitim Öğretim Yılı 2.Dönem 7.Sınıf
Matematik Dersi
Konu Tarama Sınavı
AD-SOYAD: SINIF:
NO:
1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 100 5
SORULAR
1. Kenar uzunlukları tam sayı olacak şekilde, alanı 110 br2 olan kaç
dikdörtgen çizilebilir? Çizilebilecek dikdörtgenlerin kenar
uzunluklarını yazınız.
2. Bir fidanın dikilmesi için ayrılan eşkenar dörtgen şeklindeki

alanın köşegen uzunlukları 2m ve 3m’dir. Buna göre köşegen
uzunlukları 6m ve 8m olan eşkenar dörtgen şeklindeki alanın içine
en fazla kaç fidan dikilebilir?
3. Kısa kenarı 20 m olan dikdörtgen şeklindeki bahçenin çevresi

90m’dir. Bu bahçeye bir kenarı 5m olan üç tane kare şeklinde
havuz yapılacak ve geriye kalan alan çimlendirilecektir.
Çimlendirilecek alan kaç m2’dir?
89
4*. Eşkenar dörtgen şeklindeki bir havuzun köşegen uzunlukları
28m ve 21 m’dir. Bu eşkenar dörtgenin bir kenarı 49 m ise o
kenara ait yüksekliği kaç m’dir?
5. Çevresi 40 cm olan bir dikdörtgenin uzun kenarı 15 cm olduğuna

göre kısa kenarı, çevresinin yüzde (%) kaçıdır?
6.a) Kare ve eşkenar dörtgenin benzer ve farklı yanları nelerdir?

Şekil çizerek gösteriniz.
b) Yamuk şeklindeki bir arazinin alanını hesaplamak için hangi

bilgileri bilmemiz gerekir? Şekil çizerek açıklayınız.
7. Deltoid şeklindeki bir uçurtmanın köşegen uzunlukları 50 cm ve

70 cm’dir. Bu uçurtmanın yapımı için kaç m2 kağıt kullanmak
gerekir?
8. E Yandaki şekilde ABCD bir karedir.

8 dm Δ
A( DEC )=56 dm2 ise ABED yamuğunun
D C
alanı kaç dm2 olur? (E,C,B noktaları
doğrusaldır.)
A B
90
*Bu soru, formülle hesaplandığında sayısal değeri bulunuyor, ancak
bu değerlerle bir eşkenar dörtgen çizilemiyor.
9. Alanı 40 cm2 olan bir yamuğun yüksekliği 10 cm’dir. Alt taban

uzunluğu, üst taban uzunluğunun 2 katından 1 cm fazla olduğuna
göre taban uzunluklarını bulunuz.
10.
Yanda verilen yolun her
iki tarafında bulunan ve park
yeri olarak kullanılan
Yol dikdörtgen şeklindeki eş
arsaların tamamı 252 m2’dir.
Her araba için 2mx3m’lik bir
alan ayrıldığına göre, park
yeri dolu iken park yerinde
kaç araba vardır?
91
APPENDIX B
ANSWER KEY OF POLYGONS ACHIEVEMENT TEST
T.C.
ANKARA VALİLİĞİ
Matematik Dersi
AD-SOYAD: SINIF: NO:
1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 100 5
SORULAR
2
1. Kenar uzunlukları tam sayı olacak şekilde, alanı 110 br olan kaç
dikdörtgen çizilebilir? Çizilebilecek dikdörtgenlerin kenar
uzunluklarını yazınız.
A=a.b=110 br2 (1 p)
b 110=2.55 (3 p)
110=5.22 (3p) 3 tane çizilebilir.
a 110=11.10 (3p)
2. Bir fidanın dikilmesi için ayrılan eşkenar dörtgen şeklindeki alanın
köşegen uzunlukları 2m ve 3m’dir. Buna göre köşegen uzunlukları
6m ve 8m olan eşkenar dörtgen şeklindeki alanın içine en fazla kaç
fidan dikilebilir?
e=2m e=6m
f=3m (1 p) f= 8m (1 p)
2.3 6.8
A= =3m2 ( 1 p) A= =24m2 ( 1 p)
2 2
(2 p) (2 p)
24
Fidan Sayısı= =8 adet (2 p)
3
92
3. Kısa kenarı 20 m olan dikdörtgen şeklindeki bahçenin çevresi
90m’dir. Bu bahçeye bir kenarı 5m olan üç tane kare şeklinde
havuz yapılacak ve geriye kalan alan çimlendirilecektir.
Çimlendirilecek alan kaç m2’dir?
Kare havuzun alanı:
a=25m 40+2a=90 (2p)
A=5x5=25 m2 (2p)
2a=50
b=20m 3 kare havuzun alanı:
a=25 m
3x25=75 m2 (2p)
A=20x25=500 m2
Çimlendirilecek alan:
(2p)
500-75=425 m2 (2p)
4. Eşkenar dörtgen şeklindeki bir havuzun köşegen uzunlukları 28

m ve 21 m’dir. Bu eşkenar dörtgenin bir kenarı 49 m ise o kenara
ait yüksekliği kaç m’dir?
A=a.ha (2p)
e=28m 28 × 21
A = = 294m2 294=49.ha (2p)
f=21 m 2
(2p) (2p) ha=6m (2p)
5. Çevresi 40 cm olan bir dikdörtgenin uzun kenarı 15 cm olduğuna

göre kısa kenarı, çevresinin yüzde (%) kaçıdır?
15m
2a+30=40 (2p) Kisa kenarı 5 1
= = = %12,5
a=5m 2a=10 Çevresi 40 8
a=5cm (2p)
(2p) (2p) (2p)
93
6. a) Kare ve eşkenar dörtgenin benzer ve farklı yanları nelerdir?
Şekil çizerek gösteriniz.
1. Her ikisi de paralelkenardır. (1p)

2. Her ikisinin de bütün kenarları eşit uzunluktadır.(1p)
3. Karenin her açısı 90º, eşkenar dörtgenin değişir.(1p)
4. Köşegenler birbirini dik olarak ortalar.(1p)
5. Köşegenler açıortaydır.(1p)
b) Yamuk şeklindeki bir arazinin alanını hesaplamak için hangi

bilgileri bilmemiz gerekir? Şekil çizerek açıklayınız.
c
♦ Alt taban uzunluğu (1p)
h ♦ Üst taban uzunluğu (1p)
♦ Yüksekliği (1p)
a (2p)
7. Deltoid şeklindeki bir uçurtmanın köşegen uzunlukları 50 cm ve

70 cm’dir. Bu uçurtmanın yapımı için kaç m2 kağıt kullanmak
gerekir?
e=50cm
50 × 70 3500
f=70cm A = = = 1750cm2 = 0,175m2
2 2
(2p) (2p) (2p) (2p) (2p)
94
8. E
Yandaki şekilde ABCD bir karedir.
8 dm
Δ
D C A( DEC )=56 dm2 ise ABED yamuğunun

alanı kaç dm2 olur? (E,C,B noktaları
A B doğrusaldır.)
a.8 (14 + 14 + 8).14

= 56 (2p) A(ABED)= = 252dm2
2 2
a=14 dm (2p) (2p) (2p) (2p)
9. Alanı 40 cm2 olan bir yamuğun yüksekliği 10 cm’dir. Alt taban

uzunluğu, üst taban uzunluğunun 2 katından 1 cm fazla olduğuna
göre taban uzunluklarını bulunuz.
(a + c).h
a A= (2p)
2
(2a + 1 + a).10
10 cm 40= (2p)
2
8=3a+1
2a+1 3a=7 (2p)
a=7/3 cm (2p)
7 14 3 17
2a+1=2( )+1= + = cm (2p)
3 3 3 3
10.
Yanda verilen yolun her iki
tarafında bulunan ve park yeri
Yol olarak kullanılan dikdörtgen

şeklindeki eş arsaların tamamı
252 m2’dir. Her araba için
2mx3m’lik bir alan ayrıldığına
Bir arabanın kapladığı alan :
göre, park yeri dolu iken park
A=2x3=6m2 (5p)
yerinde kaç araba vardır?
252:6=42 araba vardır. (5p)
95
APPENDIX C
OBJECTIVES OF EACH QUESTION IN THE PAT
Questions Objectives
To find the possible integer length of the sides of a
1
rectangle with the given area.
To calculate the area of diamond given the length
2
of its diagonals.
To find the area of rectangle given the length of
3 the side and perimeter. Find the area of square
given the length of the side.
To find the area of diamond by using its diagonals
4
and the side and height.
To find the side of rectangle given the length of
5 the other side and perimeter. Find the proportion
between the side and perimeter of a rectangle.
a To compare the square and diamond.
6 To write what data is needed to calculate the area
b
of a trapezoid.
To find the area of rhombus given the length of its
7
diagonals.
To find the side of a right – angled triangle given
8 the area and other side of it. Find the area of
trapezoid given the necessary sides of it.
To find the bases of a trapezoid given the height,
9
relation between the bases and the area of it.
To find the number of given area of rectangles in
10
the rectangle with the given area.
96
APPENDIX D
CIRCLE AND CYLINDER ACHIEVEMENT TEST
T.C.
ANKARA VALİLİĞİ
Matematik Dersi
1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 100 5
SORULAR
1. Çapı 102 cm olan daire şeklindeki halının kapladığı alan kaç
cm2’dir? ( π =3,14, şekil çizerek çözünüz.)
2. Yarıçapı 124cm olan masanın üstüne köşegen uzunlukları 90cm

ve 75 cm olan eşkenar dörtgen şeklinde bir örtü örtülürse, masada
kaç cm2’lik boş alan (örtüsüz) kalır? ( π =3, şekil çizerek çözünüz.)
3. Yarıçapı 56 cm olan daire şeklindeki bir balkonda, 1200’lik

merkez açının sınırladığı kenara (yaya) çiçek ekilecektir. Çiçek
ekilen yerin uzunluğu kaç cm’dir? ( π =3, şekil çizerek çözünüz.)
97
4. Denize taş atıldığında oluşan ilk halkanın yarıçapı 5 cm’dir. Onu
takip eden her halkanın yarıçapı bir öncekinden 2 cm daha
büyüktür. Buna göre 3. halkanın çevresi kaç cm’dir? ( π =3, şekil
çizerek çözünüz.)
5. Taban yarıçapı 9m olan dik silindir şeklindeki bir su deposunun

hacmi 1215 m3 ise yüksekliği kaç m’dir? ( π =3, şekil çizerek
çözünüz.)
6. Çapı 20 cm olan daire şeklindeki pastanın, 600’lik merkez

açısının sınırladığı dilimin kapladığı alan kaç cm2’dir? ( π =3, şekil
7. Taban yarıçapı 3cm olan silindir şeklindeki bir bardağın

yüksekliği 12 cm’dir. Bardak yarısına kadar limonata ile dolu ise
bardakta kaç cm3 limonata vardır? ( π =3, şekil çizerek çözünüz.)
8. Bir silindir maketinin yapımı için 126 cm2 karton kullanılmıştır.

Silindirin bir taban yarıçapı 3 cm ise yüksekliği kaç cm’dir? ( π =3,
şekil çizerek çözünüz.)
98
9. Silindir şeklindeki bir havuzun yüksekliği, taban çapının yarısına
eşittir. Bu havuzun taban yarıçapı 4m olduğuna göre, havuz kaç m3
su alır? ( π =3, şekil çizerek çözünüz.)
10. Çapı 26m olan daire şeklindeki bir parkın ortasına yarıçapı 5m
olan bir havuz yapılacak, geri kalan alana çiçek ekilecektir. Çiçek
ekilecek alan kaç m2’dir? ( π =3, şekil çizerek çözünüz.)
99
APPENDIX E
ANSWER KEY OF CIRCLE AND CYLINDER ACHIEVEMENT TEST
T.C.
ANKARA VALİLİĞİ
Matematik Dersi
1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 100 5
SORULAR
1. Çapı 102 cm olan daire şeklindeki halının kapladığı alan kaç
cm2’dir? ( π =3, şekil çizerek çözünüz.)
A=πr2 (2p)
2r=102cm
51cm A=3x512
r=51cm (2p)
O
A=3x2601 (2p)
(2p)
A=7803 cm2 (2p)
2. Yarıçapı 124cm olan masanın üstüne köşegen uzunlukları 90cm

ve 75 cm olan eşkenar dörtgen şeklinde bir örtü örtülürse, masada
kaç cm2’lik boş alan (örtüsüz) kalır? ( π =3, şekil çizerek çözünüz.)
Ad= π .r2 (1p)
Ad=3.1242 (1p) Aboş=46128-3375 (1p)
Ad=46128 cm2 (2p) =42753 cm2 (1p)
e.f
Ae.d.= (1p)
2
90.75
Ae.d.= = 3375 cm2
2
(1p) (2p)
100
3. Yarıçapı 56 cm olan daire şeklindeki bir balkonda, 1200’lik
merkez açının sınırladığı kenara (yaya) çiçek ekilecektir. Çiçek
ekilen yerin uzunluğu kaç cm’dir? ( π =3, şekil çizerek çözünüz.)
Ç=2 π r (1p)
Ç=2.3.56 (1p)
O Ç=336cm (1p)
56cm
1200
3600 336 cm
1200 x (2p)
(2p)
120.336
x= x=112 cm
360
(2p) (1p)
4. Denize taş atıldığında oluşan ilk halkanın yarıçapı 5 cm’dir. Onu

takip eden her halkanın yarıçapı bir öncekinden 2 cm daha
büyüktür. Buna göre 3. halkanın çevresi kaç cm’dir? ( π =3, şekil
r3=5+2+2 (1p) Ç=2 π r (2p)
O522 r3=9 cm (1p) Ç=2.3.9 (2p)

Ç=54cm (2p)
(2p)
5. Taban yarıçapı 9m olan dik silindir şeklindeki bir su deposunun

hacmi 1215 m3 ise yüksekliği kaç m’dir? ( π =3, şekil çizerek
çözünüz.)
O 9m V= π r2h (2p)
1215=3.81.h (2p)
(2p) 1215
= h (2p) h=5m (2p)
243
101
6. Çapı 20 cm olan daire şeklindeki pastanın, 600’lik merkez
açısının sınırladığı dilimin kapladığı alan kaç cm2’dir? ( π =3, şekil
2r=20cm (1p)
3600 300 cm2
r=10cm (1p)
600 x (1p)
2
A= π r (1p)
60.300
O A=3.102 (1p) x= = 50cm2
10cm 360
10cm
600 A=300cm2 (1p) (1p) (1p)
(2p)
7. Taban yarıçapı 3cm olan silindir şeklindeki bir bardağın

yüksekliği 12 cm’dir. Bardak yarısına kadar limonata ile dolu ise
bardakta kaç cm3 limonata vardır? ( π =3, şekil çizerek çözünüz.)
3cm
V= π r2h (2p)
V=3.9.12 (2p)
12cm V=324cm3 (2p)
V 324
3cm Yarısı: = = 162cm3 (2p)
2 2
(2p)
102
8. Bir silindir maketinin yapımı için 126 cm2 karton kullanılmıştır.
Silindirin bir taban yarıçapı 3cm ise yüksekliği kaç cm’di? ( π =3,
şekil çizerek çözünüz.)
r A=2. π .r2+2. π .r.h (1p)

A=2.3.9+2.3.3.h (1p)
h 126=54+18.h (2p)
2πr
72
= h (2p)
r 18
h=4cm (2p)
(2p)
9. Silindir şeklindeki bir havuzun yüksekliği, taban çapının yarısına

eşittir. Bu havuzun taban yarıçapı 4m olduğuna göre, havuz kaç m3
su alır? ( π =3, şekil çizerek çözünüz.)
4m
V= π r2h (2p)
4m V=3.42.4 (2p)
V=3.16.4 (2p)
V=192 cm3 (2p)
4m
(2p)
103
10. Çapı 26m olan daire şeklindeki bir parkın ortasına yarıçapı 5m
olan bir havuz yapılacak, geri kalan alana çiçek ekilecektir. Çiçek
ekilecek alan kaç m2’dir? ( π =3, şekil çizerek çözünüz.)
rpark=13m rhavuz=5m
Apark= π r2 (1p) Ahavuz= π r2 (1p)
5m 8m =3.132 (1p) =3.52 (1p)
=507m2 (1p) =75m2 (1p)
Açiçek=507-75 (1p)
(2p) =432m2 (1p)
104
APPENDIX F
OBJECTIVES OF EACH QUESTION IN THE CCAT
Questions Objectives
To calculate the area of a circular region given the
1
diameter.
To find the area of a circular region given the
2 radius and find the area of a diamond given the
diagonals.
To find the length of arc given the radius and
3
central angle.
To find the perimeter of a circle given the radius of
4
it.
To find the height of a cylinder given the volume
5
and base radius of it.
To find the area of a sector given the radius and
6
central angle of it.
To find the semi volume of a cylinder given the
7
radius and height of it.
To find the height of a cylinder given the area and
8
radius of it.
To find the volume of a cylinder given the radius
9
and the relation between radius and height.
To find the area of a circular region given the
10
radius of it.
105
APPENDIX G
GEOMETRY ATTITUDE SCALE
GEOMETRİYE YÖNELİK TUTUM ÖLÇEĞİ
Bu ölçek, sizin geometri ile ilgili düşüncelerinizi öğrenmek için

hazırlanmıştır. Cümlelerden hiçbirinin kesin cevabı yoktur. Her
cümle ile ilgili görüş, kişiden kişiye değişebilir. Bunun için
vereceğiniz cevaplar kendi görüşünüzü yansıtmalıdır. Görüşlerinizi
belirtirken önce cümleyi dikkatle okuyunuz, sonra cümlede
belirtilen düşüncenin, sizin düşünce ve duygunuza ne derecede
uygun olduğuna karar veriniz. Cümlede belirtilen düşünceye;
Hiç katılmıyorsanız: Hiç uygun değildir,
Katılmıyorsanız: Uygun değildir,
Kararsız iseniz: Kararsızım,
Kısmen katılıyorsanız: Uygundur,
Tamamen katılıyorsanız: Tamamen uygundur,
seçeneğini işaretleyiniz.
Adı – Soyadı: Sınıfı:
Kararsızım
Hiç Uygun
Tamamen
Uygundur
Uygundur
Değildir
Değildir
Uygun
1. Okulda, daha fazla geometri dersi

olmasını istemem.
2. Matematikte, diğer konulara göre
geometriyi, daha çok severek
çalışırım.
106
Tamamen
Uygundur
Uygundur
Kararsızı
Değildir
Değildir
Uygun
Uygun
Hiç
m
3. Matematikte en çok korktuğum
konular geometri konularıdır.
4. Geometri dersinde bir tedirginlik
duyarım.
5. Geometri dersinde gerginlik
hissetmem.
6. Geometri konuları ilgimi çekmez.
7. Geometriyi seviyorum.
8. Geometri dersinde kendimi
huzursuz hissediyorum.
9. Geometri sorularını çözmekten
zevk almam.
10. Geometri çalışırken vaktin nasıl
geçtiğini anlamıyorum.
11. Matematiğin en zevkli kısmı
geometridir.
12. Geometri dersi sınavından
çekinmem.
107
APPENDIX H
STUDENT SURVEY FORM
T.C.
ANKARA VALİLİĞİ
2004-2005 Eğitim- Öğretim Yılı 2. Dönem 7. Sınıf
Matematik Dersi
ADI- SOYADI: NO:
TARİH:
ÖĞRENCİ GÖRÜŞLERİ
1. Bu dönem gördüğünüz Geometri dersi hakkında ne
düşünüyorsunuz? Sizce kolay mı, zor mu? Neden?
2. Bu dönem gördüğünüz Geometri dersinde anladığınız ve

anlamadığınız konular nelerdir? Neden?
3. Geometri dersini daha iyi öğrenmek için neler yapılmasını

istersiniz?
108
4. Geometri başarınız hakkında ne düşünüyorsunuz?
5. Geometri dersine olan tutumunuz hakkında ne

düşünüyorusunuz? Sizce konular eğlenceli mi?
109
APPENDIX I
TEACHER’S OBSERVATION FORM I
DERS DEĞERLENDİRME FORMU
Formu Dolduran Kişinin Adı – Soyadı:

Tarih:
Sınıf:
Bu form gözlenilen derse göre doldurulacaktır.
Kararsızım
Yorumlar
Düşünce
Hayır
Evet
Kriterler
1. Öğrenciler, Geometri bilgisinin günlük ve

hayatta uygulanabilirliği konusunda bilinçliler
mi?
2. Öğrenciler derse katılmada istekli
davranıyorlar mu?
3. Öğrencilerin çalışmalarında yanlışlık veya
eksiklik saptandığında, bunları gidermek için
yeterli isteği gösteriyorlar mı?
4. Öğrenciler etkinlik sonucunda
ürettiklerinin niteliğine özen gösteriyorlar
mı?
110
Kararsızım
Yorumlar
Düşünce
Hayır
Evet
Kriterler
ve
5. Öğrenciler, verilen soru veya ödevleri
zamanında tamamlayabildiler mi?
6. Öğrenciler, ödev (araştırma) verildiğinde
bunu yerine getirmede istekli davranıyorlar
mı?
7. Öğrenciler, dersin dışında farklı çalışmalar
yapmayı istiyorlar mı?
8. Öğrenciler ders sırasında mutlular
mı(eğleniyorlar mı)?
9. Öğrenciler Geometri konularını seviyorlar
mı?
10. Öğrenciler Geometri sorularını çözmeyi
başarıyorlar mı?
11. Öğrenciler, yeni soru tipleri ile
karşılaştıklarında fikir yürütebiliyorlar mı?
111
APPENDIX J
TEACHER’S OBSERVATION FORM II
DERS DEĞERLENDİRME FORMU
Formu Dolduran Kişinin Adı – Soyadı:

Tarih:
Sınıf:
Bu form gözlenilen derse göre doldurulacaktır.
Kararsızım
Yorumlar
Düşünce
Hayır
Evet
Kriterler
1. Öğrenciler, proje çalışmasının, Geometri ve
bilgisinin günlük hayatta uygulanmasına

yararlı olacağı konusunda bilinçliler mi?
2. Öğrenciler, teorik bilgilerini uygulamaya
dönüştürmede yeterli beceriye sahipler mi?
3. Öğrenciler etkinlik sonucunda
ürettiklerinin niteliğine özen gösteriyorlar
mı?
112
Kararsızım
Yorumlar
Düşünce
Hayır
Evet
Kriterler
ve
4. Öğrenciler o güne düşen çalışmaları
tamamlayabildiler mi? Zaman problemi
yaşayan grup veya öğrenciler oldu mu?
Nedenleri?
5. Grup çalışmalarında öğrenciler üzerlerine
düşen görevleri yapıyorlar mı?
6. Öğrenciler çalışmalar sırasında mutlular
mı(eğleniyorlar mı)?
7. Öğrenciler, yeni soru tipleri ile
karşılaştıklarında fikir yürütebiliyorlar mı?
Eleştiri ve Öneriler:
113
APPENDIX K
LESSON PLAN EVALUATION SCALE
DERS PLANI DEĞERLENDİRME ÖLÇEĞİ
1 2 3 4 5
1. Proje çalışması, öğrencilerin gerçek
yaşamla bağlantı kurmalarını sağlayacak
niteliktedir.
2. Proje çalışması, öğrenci merkezli eğitimi
temel almakta, öğretmen rehber rolündedir.
3. Proje çalışması, öğrencilerin yaparak
öğrenmesini sağlayacak niteliktedir.
4. Proje çalışması disiplinler arası bir
çalışmadır.
5. Proje çalışması, öğrencilerin üst düzey
becerilerini (analiz, sentez) kullanmaya
zorlayacak niteliktedir.
6. Proje çalışması, öğrencilerin bir ürün
ortaya koymalarını sağlamaktadır.
7. Proje çalışması, öğrencinin dışarıdan
destek almak yerine bireysel ve grup
çalışmaları ile öğrenmelerini sağlamaktadır.
8. Proje çalışması, öğrencilerin araştırma
yapmalarını sağlamaktadır.
9. Proje çalışması, öğrencilerin ilgisini
çekebilecek niteliktedir.
10. Proje çalışması, öğrencilerin bildiklerini
uygulamalarını sağlamakta, bilgi ile
uygulama arasındaki ayrılığı yok etmektedir.
(1)-Kesinlikle katılmıyorum
(2)-Katılmıyorum
(3)-Kararsızım
(4)-Katılıyorum
(5)-Kesinlikle katılıyorum
114
APPENDIX L
LESSON PLANS
DERS PLANI 1
YARALANILAN DİSİPLİNLER: Matematik, Resim, Sosyal Bilgiler.

TARİH: 9-13 Mayıs 2005
SINIF: 7/ A-B
ÜNİTE: Çokgenler
KONU: Çokgenlerde alanlar.
HEDEF: 1) Alanı verilen bir yamuğun boyutlarını bulma.
2) Bir alanın belli bir yüzdesini hesaplayabilme.
3) Yamuk şeklindeki arazinin , ölçeğe uygun olarak
kartondan maketinin yapılması.
YÖNTEM VE TEKNİKLER: Proje tabanlı öğrenme, araştırma,
keşfetme.
SÜRE: 7 x 40’
Site Tasarımı Proje Çalışması

Öğrencilere kendi oturdukları veya çevrelerindeki sitelerin
planlarının nasıl olduğu, sitelerin hangi bölümlerden oluştuğu, bu
bölümlerin bütün alana nasıl yayıldığı sorulur.
Öğrenciler ikişer kişilik gruplara ayrıldıktan sonra Çalışma
Kağıdı-1 dağıtılır.
Çalışma kağıdındaki yönergelere göre öğrenciler grup
arkadaşı ile birlikte çalışır. Gerekli durumda bireysel veya sınıf
genelinde yönlendirme yapılır.
115
Sitenin kurulacağı arazinin boyutlarına karar vermekte
zorlananlar için aşağıdaki örnek verilir.
280 m
250 m
150 m
Sitedeki bölümlerin bütün alana nasıl yayıldığı konusunda
sıkıntı yaşayan öğrencilere aşağıdaki örnek verilir:
%20’si ev ve su deposu:
%50’si yeşil ve ağaçlık alan:
%30’u yüzme havuzu ve alış-veriş merkezi:
Yamuğun alanından boyutlarına geçerken öğrenciler sorun
yaşabilir. Burada öğrencilere iki boyutunu belirleyip, üçüncüyü
alan formülünden hesaplamaları ve bu şekilde istedikleri
boyutlara karar vermeleri söylenir. Bu işlemler sırasında
öğrencilerin hesap makinesi kullanmalarına izin verilir.
Maketin ölçeğine karar verirlerken, bazı ölçek oranlarını
araştırmaları istenir. Öğrenciler buldukları ölçekleri sınıf
ortamında paylaşırlar.
ÖDEV:
1) Su sayacınızı 24 saat ara ile okuyup verilerinizi not ediniz.
2) Evinizin, son aylara ait su faturasını getiriniz.
3) Binanızdaki su deposunun kaç m3 su aldığını öğreniniz.
116
DERS PLANI 2
YARARLANILAN DİSİPLİNLER: Matematik, Resim, Sosyal Bilgiler.

SINIF: 7/ A-B
ÜNİTE: Çokgenler, Silindir
KONU: Çokgenlerin alanı, silindirin hacmi.
HEDEF: 1) Çokgenlerin alanlarını hesaplayabilme.
2) Çokgenlerin alanlarına göre boyutlarına karar verebilme.
3) Çokgenlerin kaplayacağı alana göre sayı ve çeşidine
karar verebilme.
4) Su sayacı okuyarak belli bir zamandaki su tüketimini
hesaplayabilme.
5) Ortalama hesabı yapabilme.
6) Hacmi verilen bir silindirin boyutlarını bulabilme.
7) Ev ve su deposunun ölçeğe uygun olarak kartondan
maketinin yapılması.
keşfetme.
SÜRE: 7 x 40’
Sitenin bir bölümü olan Apartman veya evler ile su deposunun

tasarlanması bu hafta yapılacaktır.
Öğrencilere Çalışma Kağıdı-2 dağıtılır. Verilen yönergelere göre
çalışmalarına devam etmeleri söylenir.
Apartman veya evlerin kaç m2’lik bir alana oturtulacağı
konusunda sıkıntı yaşayan öğrencilere öncelikle kendi evlerinin kaç
117
m2 olduğunu öğrenmeleri istenir. Daha sonra ise aşağıdaki
yönlendirme yapılır:
Her bir apartman veya evin kaplayacağı alan 100 m2’den
1000 m2’ye kadar değişiklik gösterebilir. Ayrıca bina taban şekilleri
kare, dikdörtgen, yamuk, eşkenar dörtgen, deltoid, paralelkenar,
daire şekillerinden biri veya birkaçı olabilir.
Yönlendirmeler sonrasında öğrenciler aşağıdaki tabloyu
doldurur.
Taban Makette
Apartmanlar Veya Kapladığı
Geometrik Kapladığı
Evler Alanı
Şekli Alan
1.
2.
Binaların Tümü -
Öğrencilere evlerindeki su sayacının 24 saat ara ile okumaları ve

okudukları sayıları çalışma kağıdına not almaları söylenir. Bu iki
sayı arasındaki farktan ailelerinin 1 günlük su tüketimini
hesaplamaları istenir.
Ortalama 1 günlük su tüketimlerinin evlerine gelen su
faturalarından yararlanarak da bulmaları istenir.
İki öğrencinin ikişer su tüketimi bilgilerini aşağıdaki tabloya
yerleştirip ortalama alırlar.
118
1 Günlük Su
A:..............
Tüketimi (
B:..............
m3 )
Sayaç A
Su Faturası A
Sayaç B
Su Faturası B
Aritmetik
Ortalama
ÖDEV: Siteyi kurmak için belirlediğiniz ilin iklimine uygun ağaç

çeşitlerini araştırınız. Bunun için Orman Bakanlığının internet
sayfası ( www.ogm.gov.tr ) ve seralardan yararlanabilirsiniz.
119
DERS PLANI 3

SINIF: 7/ A-B
ÜNİTE: İklim, Ağaç çeşitleri.
KONU: Bölge iklimleri ve yetişen ağaçlar.
HEDEF: 1) Seçilen ilin ikliminde yetişmeye elverişli olan ağaç
çeşitlerini değerlendirme.
2) Ağaç çeşitlerine ve sayısına kaplayacağı alana göre karar
verebilme.
YÖNTEM VE TEKNİKLER: Proje tabanlı öğrenme, araştırma.
SÜRE: 7 x 40’
Sitenin bir bölümü olan yeşil ve ağaçlık alanın tasarlanması bu

hafta yapılacaktır.
Öğrencilere seçtikleri ilin iklimine elverişli olan bütün ağaç ve
bitkileri belirlemeleri ve buradan grup arkadaşları ile beraber seçim
yapmaları istenir. Ağaç veya bitki sayısına karar verirlerken,
öğrencilere aşağıdaki tabloyu doldurmaları söylenir.
Ağaç/Bitki Çeşidi Ağaç/Bitki Sayısı
120
Her bitki ve ağacın ne kadarlık bir alan kaplayacağı konusunda
sıkıntı çeken öğrencilere okulun veya evlerinin bahçesindeki ağaç
ve bitkilerin kaç m2’lik alana ekildiğini ölçmeleri ve kendi
projelerinde bu bilgilerden yararlanmaları söylenir.
ÖDEV: 1) Yapmayı tasarladığınızın havuzun alanının ne

olabileceğini ve boyutlarını araştırınız.
2) Bir alış – veriş merkezi neler içerir, araştırınız.
121
DERS PLANI 4

TARİH: 30 Mayıs – 2 Haziran 2005
SINIF: 7/ A-B
ÜNİTE: Çokgenler, Çember, Daire.
KONU: Çokgen ve dairenin alanı.
HEDEF: 1) Çokgenlerin alanlarını hesaplayabilme.
2) Dairenin alanını hesaplayabilme.
keşfetme.
SÜRE: 7 x 40’
Sitenin bir bölümü olan yüzme havuzu ve alış-veriş merkezi

bölümünün tasarlanması bu hafta yapılacaktır.
Yüzme havuzu adet, geometrik şekil ve alanlara öğrencilerin
karar vermesi sağlanır.
Alış-veriş merkezinde hangi bölümler olabileceği, kaç katlı oluşu
gibi özelliklerine sitelerinin yapısına uygun olacak biçimde karar
vermeleri istenir.
122
APPENDIX M
PROJECT WORKSHEETS
T.C.
ANKARA VALİLİĞİ
2004-2005 Eğitim- Öğretim Yılı 2. Dönem 7. Sınıf
Matematik Dersi
SİTE TASARIMI
SİTE ADI:
ÇALIŞMAYA KATILAN GRUP ÜYELERİNİN İSİMLERİ:
PROJE ÇALIŞMALARI-1
Sitenizin veya çevredeki sitelerin planlarını araştırınız. Site
alanının hangi bölümlerden oluştuğunu ve her bölümün bütün
alana nasıl yayıldığını inceleyiniz.
Tasarlayacağınız sitenin maketini yapmak için;
1) Çevrenizdeki Mimar ve İnşaat Mühendislerinden bilgi
alınız.
2) Verilen kaynakları araştırınız.
3) Verilen malzemeleri edininiz.
Renkli oluklu mukavvalar , maket bıçağı, yapıştırıcı,
cetvel.
• Aşağıdaki arazi herhangi bir ilimizde bir site yapımında

kullanılmak üzere belirlenmiştir. Dörtgen şeklindeki bu alanda
[AB]//[DC] ‘dir.
123
• Siteyi kurmak istediğiniz ili belirleyiniz: ..............................
D C
A B
Bu sitenin hangi bölümlerden oluşacağı aşağıda verilmiştir.
Her bölümün, bütün arazinin yüzde kaçı olacağına karar
veriniz ve her bölüme düşen alanı hesaplayınız.
o Evler ve su deposu: %
Alanı:
o Yeşil ve ağaçlık alan: %
Alanı:
o Yüzme havuzu ve alış-veriş merkezi: %
Alanı:
• İstediğiniz siteyi kurabilmek için verilen arazinin kaç m2
olması gerekmektedir?
• Bulduğunuz alana göre arazinin boyutlarını hesaplayınız.
• Bu alanın maketini yaparken kullanacağınız ölçeği belirleyip,
buna göre alanını hesaplayınız.
ÖDEV: 1) Su sayacınızı 24 saat ara ile okuyup verilerinizi not
ediniz.
2) Evinizin, son aylara ait su faturasını getiriniz.
3) Binanızdaki su deposunun kaç m3 su aldığını öğreniniz.
t Yaptığınız araştırmaların kaynak ve belgelerini dosyanızda
bulundurunuz.
124
T.C.
ANKARA VALİLİĞİ
2004-2005 Eğitim- Öğretim Yılı 2. Dönem 7. Sınıf Matematik
Dersi
SİTE TASARIMI
SİTE ADI:
BÖLÜM ALAN
Evler ve su deposu
Bu bölüme düşen alan:

Her bir binanın kaplayacağı alan değişebilir. Binaların
kaplayacağı alana, alanın boyutlarına, şekline ve sayısına grup
arkadaşlarınızla beraber karar veriniz. Buna göre aşağıdaki tabloyu
doldurunuz.
Taban Makette
Apartmanlar Kapladığı
Geometrik Kapladığı
Veya Evler Alanı
Şekli Alan
1.
2.
Binaların Tümü -
125
Su deposu:
Evinizde 1 günde kaç m3 su harcadığınızı su sayacını
okuyarak ve su faturalarındaki verileri kullanarak hesaplayınız.
Bu değerin aritmetik ortalamasını alınız ve aşağıdaki tabloyu

doldurunuz.
1 Günlük Su
A:..............
Tüketimi (
B:..............
m3 )
Sayaç A
Su Faturası A
Sayaç B
Su Faturası B
Aritmetik
Ortalama
Oluşturduğunuz binalarda kaç ailenin oturduğunu belirleyiniz.

Yapacağınız deponun su kesintisi durumunda, kaç günlük
ihtiyacı karşılayacağına ve su deposunun hacmine karar
veriniz.
Silindir şeklindeki deponun hacmine göre taban alanı ve
yüksekliğini hesaplayınız.
Su deposunun maketteki boyutlarını ve hacmini hesaplayınız.
ÖDEV: Siteyi kurmak için belirlediğiniz ilin iklimine uygun ağaç
çeşitlerini araştırınız. Bunun için Orman Bakanlığının internet
sayfası ( www.ogm.gov.tr ) ve seralardan yararlanabilirsiniz.
t Yaptığınız araştırmaları dosyanızda bulundurunuz.
126
T.C.
ANKARA VALİLİĞİ
2004-2005 Eğitim- Öğretim Yılı 2. Dönem 7. Sınıf Matematik Dersi
SİTE TASARIMI
SİTE ADI:
BÖLÜM ALAN
Yeşil ve Ağaçlık Alan
Seçtiğiniz ilin iklim özelliklerini göz önünde bulundurarak bitki

ve ağaç türlerine ve sayısına karar veriniz.
Ağaç/Bitki Çeşidi Ağaç/Bitki Sayısı
127
Seçtiğiniz ağaçları kaçar metre aralıklarla dikeceğinize ve her
ağacın kökleri ile beraber yaklaşık ne kadar alan
kaplayacağını bulunuz.
Bir önceki maddede belirlediğiniz alanları, maket için de
belirleyiniz.
Çimlendirmek için kullanacağınız alanı hesaplayınız.
Çimlendirilecek alanı maket için de belirleyiniz.
ÖDEV: 1) Yapmayı tasarladığınızın havuzun alanının ne

olabileceğini araştırınız.
2) Bir alış – veriş merkezi neler içerir, araştırınız.
t Araştırma sonucu elde ettiğiniz belge ve kaynakları dosyanızda

bulundurunuz.
128
T.C.
ANKARA VALİLİĞİ
2004-2005 Eğitim- Öğretim Yılı 2. Dönem 7. Sınıf Matematik
Dersi
SİTE TASARIMI
SİTE ADI:
BÖLÜM ALAN
Yüzme Havuzu ve Alış-veriş
Merkezi
Büyüklerin yüzme havuzunu, istediğiniz boyut ve şekilde

yapabilirsiniz. Belirlediğiniz boyut ve şekle göre havuzun
kaplayacağı alanı hesaplayınız.
Maketteki boyut ve alanlarını hesaplayınız.
Çocuk havuzunu, istediğiniz boyut ve şekilde yapabilirsiniz.
Belirlediğiniz boyut ve şekle göre havuzun kaplayacağı alanı
hesaplayınız.
Alış-veriş merkezinin şeklini belirleyiniz ve kaplayacağı alanı
hesaplayınız.
Alış – veriş merkezi için aşağıdakileri belirleyiniz.
Kat sayısı :
İçerdiği bölümler: (Mağaza, sinema, yemek,eğlence
merkezi,otopark,vs)
129
Bölüm Sayısı Alanı Makette Kapladığı
Alan
Belirlediğiniz bölümlerden dilediğiniz birini detaylandırmak

üzere seçiniz.
ÖDEV: Seçtiğiniz bölümün ayrıntılı planı için ön bilgi edininiz.
t Araştırma sonucu elde ettiğiniz belge ve kaynakları dosyanızda

bulundurunuz.
130
APPENDIX N
FREQUENCY TABLE OF PAT
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
1 0 4 5 10 1 2 4 5 0 2 4 2 0 3 2 0 3 0 0 2 19 30
2 0 0 0 10 0 10 0 2 5 8 4 4 8 9 0 6 0 2 0 0 17 51
3 0 2 0 2 0 0 0 2 0 0 1 1 2 0 0 3 3 1 10 10 16 21
4 10 10 8 10 10 10 10 10 10 10 7 10 8 8 10 10 10 10 10 10 93 98
5 0 0 0 10 0 0 0 10 5 10 3 4 6 2 3 0 0 0 10 10 27 46
6 1 10 10 10 9 10 5 2 10 10 4 7 8 9 2 10 8 5 10 10 67 83
7 1 10 10 10 2 10 5 6 5 10 6 10 8 8 9 10 9 10 10 10 65 94
8 7 10 10 10 10 10 10 10 10 10 5 8 8 10 10 6 10 10 10 10 90 94
131
9 10 8 10 10 10 10 0 10 10 10 7 5 8 10 10 10 10 10 10 10 85 93
10 10 10 10 10 10 10 10 10 10 10 4 6 6 9 6 10 3 7 10 10 79 92
11 7 10 10 10 10 7 1 10 5 10 4 8 8 10 4 10 2 8 6 10 57 93
12 0 1 0 0 0 2 0 0 10 9 3 2 2 5 0 0 10 8 10 10 35 37
13 0 2 4 2 1 5 0 2 4 8 0 2 1 2 0 0 0 3 0 10 10 38
14 0 0 0 8 2 10 0 6 10 10 2 10 6 8 0 3 3 8 10 10 33 73
15 0 10 7 8 10 10 4 10 10 10 5 2 9 9 2 6 1 0 10 10 58 75
16 0 0 4 2 1 4 0 8 4 8 0 4 0 0 0 4 0 3 2 10 11 43
17 0 10 0 10 0 10 0 10 1 10 1 4 0 10 0 10 0 8 10 10 12 92
18 0 4 0 4 0 10 0 0 4 8 5 6 0 2 2 4 1 2 4 10 16 50
19 0 4 7 10 2 5 0 2 5 8 4 4 0 9 4 6 8 8 10 10 40 66
20 3 2 0 8 0 4 2 2 9 10 3 1 1 8 2 6 6 8 0 10 26 59
21 0 0 0 10 0 2 0 6 1 2 1 4 1 2 0 4 1 3 10 0 14 33
22 0 0 2 8 1 2 0 5 5 8 2 2 0 2 3 0 3 2 4 3 20 32
23 0 7 10 10 1 4 0 2 0 5 1 2 0 4 0 4 3 4 10 10 25 52
24 4 4 2 10 2 10 0 2 10 10 5 7 1 8 0 5 6 10 10 10 40 76
132
APPENDIX O
FREQUENCY TABLE OF CCAT
1 1 8 2 4 2 2 4 7 2 2 2 8 2 10 1 6 2 0 1 4 19 51
2 10 8 3 10 2 3 4 5 0 3 0 10 0 10 0 7 0 10 0 10 19 76
3 2 0 0 0 2 0 4 3 4 8 2 10 1 4 0 2 0 2 1 3 16 32
4 10 9 10 8 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 100 97
5 5 4 5 8 1 2 10 6 0 10 0 10 0 10 0 7 0 10 2 10 23 73
6 6 8 2 7 2 4 10 10 8 6 3 10 10 8 5 8 9 10 3 7 58 88
7 4 10 7 8 2 10 10 10 3 10 2 10 5 10 2 10 4 10 6 7 45 95
8 8 10 9 8 10 10 10 10 10 10 10 10 10 10 5 10 10 10 10 10 92 98
133
9 10 10 10 10 2 10 10 10 10 10 10 10 10 10 9 10 10 10 10 10 91 100
10 10 10 7 10 10 10 10 10 3 10 10 10 4 10 3 10 4 10 10 10 71 100
11 4 10 0 10 2 10 4 10 1 10 0 10 5 10 0 10 2 10 0 10 18 100
12 8 1 0 2 2 2 4 2 1 2 2 10 0 10 0 8 0 10 0 10 17 57
13 0 2 0 0 0 0 2 2 0 0 0 0 0 2 4 4 4 6 0 0 10 16
14 5 10 3 10 2 10 4 10 2 0 4 10 3 10 1 8 3 10 5 10 32 88
15 8 6 3 6 5 8 6 10 10 2 5 10 10 2 0 3 9 2 5 2 61 51
16 10 5 0 2 0 3 2 0 2 0 0 3 0 0 0 8 2 3 3 5 19 29
17 3 10 0 6 0 10 0 4 3 10 0 10 2 10 0 10 8 10 0 10 16 90
18 4 5 0 5 2 6 2 8 0 4 1 6 4 8 0 7 1 2 2 4 16 55
19 10 8 0 0 6 0 10 10 10 8 8 10 10 8 0 8 5 10 5 2 64 64
20 10 3 4 8 2 2 10 10 2 2 6 8 2 2 0 2 1 2 4 5 41 44
21 4 6 0 3 2 10 3 0 1 4 0 10 2 2 1 0 1 2 4 0 18 37
22 2 8 0 3 2 0 6 10 2 2 1 0 4 10 1 2 2 4 3 2 23 41
23 2 4 0 2 6 10 1 0 3 10 2 3 4 8 2 2 2 10 1 4 23 53
24 2 10 4 10 2 2 4 10 3 2 3 2 5 9 1 10 5 6 3 2 32 63
134

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AN INVESTIGATION ON THE EFFECTS OF PROJECT-BASED

LEARNING ON STUDENTS’ ACHIEVEMENT IN AND ATTITUDE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

Prof. Dr. Canan Özgen

Prof. Dr. Ömer Geban

Assoc. Prof. Dr. Behiye Ubuz

Examining Committee Members

Assoc. Prof. Dr. Sinan Olkun (AU, ELE)

Assoc. Prof. Dr. Behiye Ubuz (METU, SSME)

Asist. Prof. Dr. Cem Babadoğan (AU,EDS)

Asist. Prof. Dr. A. Kürşat Erbaş (METU, SSME)

Dr. Yusuf Koç (METU,ELE)

Name, Last name : Esra Özdemir

AN INVESTIGATION ON THE EFFECTS OF PROJECT-BASED

April 2006, 150 pages

Although geometry is important area in the mathematics

Keywords: Project-based learning, geometry achievement, and

PROJE TABANLI ÖĞRENMENİN ÖĞRENCİLERİN GEOMETRİ

Nisan 2006, 150 sayfa

Geometri, matematik müfredatında önemli bir yere sahip

Anahtar Kelimeler: Proje tabanlı öğrenme, geometri başarısı,

There are many people who have helped this dissertation on

Table 3.1 The Aim of the Lesson Plans ................................... 36

Table 3.2 The Geometry Subjects Instructed Before the Project-

Table 3.3 Outline of the Procedure of the Main Study ............... 41

Table 4.1 Descriptive Statistics of the PRE-PAT and POST-PAT .. 51

Table 4.2 Descriptive Statistics of the PRE-CCAT and POST-CCAT53

Table 4.3 Descriptive Statistics of the PRE-GAS and POST-GAS . 54

Table 4.4 Paired-Sample t-test for PAT. ................................. 56

Table 4.5 Paired-Sample t-test for CCAT ................................ 57

Table 4.6 Paired-Sample t-test for GAS.................................. 58

Figure 4.1 Boxplot of the PRE-PAT and POST-PAT.................... 52

Figure 4.2 Boxplot of the PRE-CCAT and POST-CCAT ............... 53

Figure 4.3 Boxplot of the PRE-GAS and POST-GAS .................. 55

PBL : Project-based learning

Geometry is an important area in the school mathematics

School geometry is the study of spatial objects, relationships,

Although geometry is an important area and much effort is

The main problems of this study can be stated as follows:

1.2 The Null Hypotheses of the Main Problem

For the problems mentioned above, the following hypotheses

1.3 Definition of Important Terms

This section provides brief descriptions and definitions of

Achievement: Achievement is the ability to demonstrate

REVIEW OF RELATED LITERATURE

In this chapter, the definition of project-based learning along

2.1 What Is Project-Based Learning?

Project-based learning is a comprehensive approach to

2.2 How to Use Project-Based Learning in the Class

Project-based learning provides an environment for the

2.2.1 Phases in the Application of the Project

Chard (2001) reported that making projects have three

In the second phase, it is very important to construct the

The last phase includes the product of the project and

In this study, project-based learning was implemented after

Project-based learning prepares children for the workplace.

Many teachers feel that project-based learning is an

Moursund (1999) reported the advantages of project-based

Moreover, teachers report that project-based learning