The Effect of Teaching the Unit of Functions by Function Gropler on Achievement of Students of Tenth Graders and their Attitudes

The study aimed to compare teaching the unit of functions by using Function Gropler and by using the traditional way based on achievement of students of tenth graders in Qalqilya. The study tried specifically to answer the following main question: What is the effect of Function Gropler on achievement of students of tenth graders In unit functions and Charts and their attitudes toward using computer in Mathematics in Qalqilya? To answer the study’s questions and test its hypotheses, the study was conducted on a sample of (64) students from the tenth grade. Two classes were chosen intentionally, and these classes were divided into experimental group and control group. The experimental group was taught by an educational scheme prepared by the researcher based on Function Gropler, while the control group was taught mathematical content using the traditional (usual) way based on the curriculum. The researcher carried out a pre-test to measure the equivalence between the two groups and its certainty has been verified, and its consistency was calculated by Kuder-Richardson Formula (20); the value was (0.82). The researcher also carried out a post-test to measure the students’ grades after finishing the educational scheme based on Function Gropler, and it was made certain through judges, and its consistency was calculated using Cronbach's Alpha Equation which was (0.83). The scale of attitudes towards using computers in Mathematics was conducted after performing the study. The valence of the two groups was verified, and the data were analyzed using the T-test for the two independent groups, whereas the statistical analyses showed these results: - There is a significant statistical difference (α = 0.05) between the average grades of the students of tenth graders who were taught using Function Gropler (the experimental group) (15.32), and the control group (11.00) who were taught using the traditional way based on the achievement post-test. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the average grades of the students of tenth graders who were taught using Function Gropler (the experimental group) (5.89), and the control group (4.75) who were taught using the traditional way based on the post-test of conceptual understanding. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the average grades of the students of tenth graders who were taught using Function Gropler (the experimental group) (6.12), and the control group (4.93) who were taught using the traditional way based on the post-test of procedural knowledge. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the average grades of the students of tenth graders who were taught using Function Gropler (the experimental group) (3.82), and the control group (3.08) who were taught using the traditional way based on the post-test of problem solving. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05)between the average responses of the students of tenth graders who were taught using Function Gropler (the experimental group) (4.39), and between the average responses of the tenth graders who were taught using the traditional way (the control group) (3.30) after performing the study on the scale of attitudes toward using computer in Mathematics and the results were in favor to the experimental group. On the basis of these results, the researcher placed several recommendations: to take advantage of the results of the study, its recommendations and its educational scheme due to the benefits of Function Gropler on the achievement of the students and their attitudes, and the necessity of training mathematics teachers on how to use Function Gropler because it offers a real support to the mathematics school curriculum and it leads to more comprehension to the learner, and to work on connecting the mathematics curriculum with educational software such as Function Gropler, and to consider it as one of the basis of the mathematics curriculum of the tenth grade and as a vital component of the curriculum.