You are on page 1of 6

Available online at www.sciencedirect.

com

ScienceDirect
Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

WCLTA 2013

The Opinions Of Teachers On The Use Of Cartoon Character In


The Mathematics Lesson
Burcu Turan*
Atatrk Faculty of Education, Near East University, North Cyprus

Abstract

This aim the use of cartoon characters in mathematics education at primary education level aimed to reveal the
views of teachers. The qualitative research design is used in this study. The research data was created as a result of
surveys to teachers who work in primary schools in North Cyprus. The data are presented into categories. As a result
of this study is the power of sanctions on children cartoon characters and teacher opinions has emerged that cartoon
characters for the education can be adapted to direction of increasing student achievement in mathematics lesson.
2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
2014 The Authors. Published by Elsevier Ltd.
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection
under responsibility
responsibility of
of the
theOrganizing
OrganizingCommittee
CommitteeofofWCLTA
WCLTA2013.
2013.
Selection and
and peer-review
peer-review under
Keywords: cartoon, mathematics, cartoon character

INTRODUCTION
In the middle of 20th century, emerging of new technologies has reached the power to change the world conditions
(Aaolu, 1989; Tuncay & Uzunboylu, 2010). These technological advances in the world, the development of
education has become a priority (Tas, 2004). The introduction of computers and technology in academic life at
todays teaching have emerged at the necessity of using new techniques and methods (Alako, 2003; Hrsen &
Ceker, 2011;; Keser, Uzunboylu, & zdamli, 2011; Tugun & zdaml, 2012). Because the technology has become a
part of social development, new learning technologies should form by updating the old learning (Martin, Diaz,
Sancristobal, Gil, Castro & Peire, 2011; Arslan, Kutluca & zpnar, 2011). Don't forget nowadays; the usage of
technology is not a privilege but an obligation. Technological developments influence structures and functions of

* Corresponding author: Burcu Turan


E-mail address: brcuturan@gmail.com

1877-0428 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.
doi:10.1016/j.sbspro.2014.05.239

Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

1387

educational institutions. It is also expected from the teachers that they integrate technology in their lessons in order
to educate the individuals of information society (Demirok & Caglar, 2012).
Besides being a science of mathematics, including problems in daily life are important devices that can be
used. As stated in the word problem includes numerical problems as well as other problems that may confront in
life as general. So that teaching of mathematics behaviors aimed to gain which should include all of the educational
levels (Baykul, 2001). Developing of high-level skills in mathematics is a useful activity but most of the students
think that the lessons are both hard and unpleasent as progressive of the subjects (Baki, 1997). With The
implementation of the computer in teaching of mathematics, the education of mathematics thought to become
lovable and fun. Thanks to this technology, students can be recognize new elements of mathematics and also they
fell closer to interaction with computers themselves (Chirtman, Badget & Kucking, 1997; Grbz, 2006). That is to
say other words, In today technologies of technological devices used by teachers that should be use in order to
become easily to students attitudes towards mathematics and learning (Heddens & Speer, 1997). Educational
technologies for the students develop a positive attitude towards mathematics, increase interest and provide benefits
such as reducing a fear (Peker, 1985). Furthermore this softwares as well as the students understanding this topic
has been develop to support critical thinking and practical thinking skills (Ozusaglam, 2007).
The television in people affects as far as no devices or take an innovation (Celkan, 1989). Children use to
television in preparing their future lives (Halloran, 1973). In a study implemented to primary school students, the
students average daily of watching TV duration of a large extent less than 1 hour (% 21.7), 1 hour (% 29.4) and 2
hours (% 25.2) are seen in this durations. In the same study, the research group of the most commonly watched type
of program is the cartoons (Doan & Gker, 2012). And children's works and cartoons are loving the character
(Gler, 2013). In a study conducted in Turkey, children around the age of ten that provides a result of interested in
cartoons (Cesur & Paker, 2007). Cartoons are constantly watched by children. So that out of the children's
television, but can be useful activities (lhan & etinkaya, 2013).
In this study, the use of cartoon characters for mathematics education focused on teachers' perceptions.
2.METHOD
The approach is used qualitative research in this study. Qualitative research is any of statistical data which
is a type of using devices (Altunk, 2005). Qualitative research methods by using a questionnaire is aimed to learn
details on the subject.
2.1.Study Group
The study group consisted of 12 teachers who are working in school Yakn Dou College and Gonyeli
Primary School. Names of the participants are not used them by taking into account of research ethics. Therefore the
participants are provided P1, P2, P3, P4 and P5 as codes. Table 1 shows the characteristics of taking random whose
teachers in the sample group.
Table 1: The sample group was random years of teachers' professional seniority.
The participants
Years of tasks
P1
42
P2
29
P3
32
P4
25
P5
2
2.2. Data Collection Tool
The research data was brought as a result of surveys conducted with teachers. For this purpose, a
questionnaire of 6 was come out by the researcher. In the preparation of the questionnaire was pay attention to be
asked the main headings of the questions.
Research data were collected through a survey conducted with teachers. In this research consists of 6
questions of Cartoon Characters Usability Evaluation of Educational Environment Survey was prepared. In the

1388

Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

preparation of the main topics of the survey questions to be created in the form of expert opinion has been noted and
taken from the field 5 is arranged. Expert interviews conducted face to face by all of the researchers and the data
obtained during the negotiations has been to be recorded in writing .
Research results obtained qualitative content analysis was performed on the data . Content analysis by
researchers respectively coding data, the presence of themes, codes and themes as the final stage of the regulation
and the identification and interpretation of the findings was carried out with .
The research findings obtained in the terminal of teachers is based on the reviews on the use of computer
lab results have been achieved .
3.THE RESULT AND THE COMMENT
For each question asked, the findings of result of the participants are presented in the tables.
Questions 1: Do you think to allocate time that children whose time are watching cartoon more than studying
lesson?
Question 1s answers given by the participants are presented in Table 2.
Table 2: The results of analysis of the answers given by participants to Question 1.
Attenders
P1
P2
P3
P4

P5

Students have a lot of curiousity in elements of violent that prefer to watch the
violent films instead of studying lesson. This also creates a negative impact on
them.
Students love to watch carton on very much so that they prefer to watch the cartoon
instead of studying lesson. Students should watch out the watching of time of
cartoon, Their parents take a control for them.
Students prefer to watch the cartoon instead of studying lesson.
Students allocates most of their time by watching cartoon films and playing
computer games.
This is true for some students but it can not be generalized for all students.

Table 2 is examined, the level of primary school students as participants whose answers of question 1,
their time watching cartoons and playing computer games which devoted instead of studying lesson a lot and the
students to devoted of their time to watch cartoons who should be supervised by their parents that has emerged as a
result.
Question 2: What do you think about cartoon film effect on progress of children?
Answers of the attenders for question 2 were presented at table 3.
Table 3: The results of analysis of the answers given by participants to Question 2.
Attenders
P1
Cartoon films which do not include violent are beneficial for progress of children.
P2
Some cartoon films have beneficial effects on children (for example, Colliou).
P3
Cartoon films increased imaginary world of students and their motivations.
P4
Students affect cartoon characters and they want to take cartoon characters place.

P5

I do not believe that cartoon films which are featured on TV are not beneficial for
students.

When table 3 was examined, we can see that cartoon films were effective about progress of student in
regard to views of teachers and one of the attenders was not agree with this view.

Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

1389

Question 3: If cartoon films are used in education of children, what kind of effects do children have?
Answers of the attenders for question 3 were presented at table 4.
Table 4. Analysis results of answers of the attenders for question 3.
Attenders
P1
I consider that using cartoon characters in education affect positively on success of
the students about subject discussed in the study.
P2
I think, it is more interesting than ordinary expression for students.
P3
Cartoon film is beneficial as long as it design for curriculum.
P4
If cartoon film use in more verbal content than maths education, it is more
effective.
P5

It is effective, but it can vary to properties of students.

When Table 4 was examined, it has required that programmes which use with cartoon characters should be
designed by considering properties of students. In addition, there was a view that motivations of students increase
when it use in verbal content lesson.
Question 4 : What do you think about cartoon characters power of sanction for children ?
Answers of the attenders for question 4 were presented at table 5.
Table 5.Analysis results of answers of the attenders for question 4.
Attenders
P1

P4

Cartoon films included violent especially extra-ordinary events affect children


which are sensitive and have imagination.
Mitation sample character tendency of children is so high.
Students who was affected these characters can attempt to practice the same actions.
In conclusion, we can live vexing events.
Children who was affected cartoon characters try to do characters' actions.

P5

Cartoon films included violent are negative effects for children.

P2
P3

Teachers says, students were influenced by cartoons. Students affected by violent character. So training in
non-violent cartoon characters should be used.

Question 5 : What are advantages and disadvantages using cartoon characters on training with educational
programme?
Table 6. Analysis results of answers of the attenders for question 5.
Attenders
P1
P2
P3
P4

Cartoon characters are used on training with educational programmes, they make
students' care and interest increase.
It provides that educator cartoon films suppose visual and audio courses. In
conclusion, subjects are learned more easily.
To use cartoon characters in courses increase motivations of students.
To use cartoon characters in education is more beneficial for success of childrens.
however, to use characters which students do not like very much

1390

Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

P5

Can be negative effects for children.

When table 6 was examined, using cartoon character on training can be increased students' care and character should
be choosen for properties of students in regard to teachers.

4.DISCUSSIONS AND RECOMMENDATIONS


From teachers who participated in the study according to the findings, teachers, students spend most of
their time watching cartoons stated that. As a result of this, a lot of cartoon characters affected students were trying
to do what they do, cartoon characters is undeniable impact on the level of the students explained that.
In a study conducted by Ilhan and Cetinkaya, students the opportunity to watch any time of day cartoons
that do not increase the dependency has emerged. It is ultimately the movement of the characters is used instead of
watching cartoons learning environment can be created. In a study conducted by Pembeciolu, abstract concepts in
mathematics, the results should be made fun has become apparent. This study lends support to these findings.
The course of the visual and audio effects needed to support that in this respect cartoon characters in
mathematics education use for students in terms of interest and be more permanent and cartoon characters that use
mathematics education software created should be reported. However, the use of cartoon characters participants
during the design of educational software does not contain elements of violence and that the use of cartoon
characters like students to be selected to the idea of the characters are revealed.
According to findings from teachers, teachers remarked that students spent their most time watching
cartoon films in conclusion,
They expresses that tried to do actions of their characters. That is, effects of cartoon characters are very important
for students.
Teachers reported that supporting the courses with visual and audio effects is necessary for students and using
cartoon characters in maths.
Courses are interesting and jingle for students. After all, attenders expressed that cartoon characters which do not
have violent elements.
Should be used on designing educational programme and characters which children like very much should be
choosen for children.
REFERENCES
Aaolu, E. (1989). Computers and Education, Education and Science.
Alakoc, Z. (2003). Technological Approaches to Modern Education in Mathematics Education. The Turkish Online
Journal of Educational Technology, ISSN: 1303-6521 Vol 2, Issue 1.
Arslan, S., Kutluca, T., & Ozpnar, I. (2011). Investigating Mathematics Teacher Candidates Opinions About Using
nformation & Communication Technologies. Cypriot Journal of Educational Sciences, 75-82.
Sancristobal, R. G., Castro, M., & Peire, J. (2011). New technology trends in education: Seven years of forecast and
convergence, Computers & Education, 18931906.
Altunk, R., Coates, R., Bayraktarolu, S., & Yildirim, E. (2005). Research methods in the social sciences.
Sakarya: Sakarya Bookstore.
Baki, A. (1997). Educating mathematics teachers. Medical Journal of Islamic Academy of Sciences, 10 (3).
Baki, A. (2001). Mathematics Education in the Light of the evaluation of information technology, Journal of
Education, 26-31.
Baykul, Y. (2001). Teaching Mathematics in Primary Education. (5th edition), Ankara: Pegem A Publishing
Celkan, H. Y. (1989). Sociology of Education, Atatrk University Press, No. 664, Turkey.
Christmann, E., Badget, J., & Lucking, R. (1997). Comparison of the Effects of Progressive Computer Assisted
Instruction on the Academic Achievement of Secondary Students. Journal of Research on Computing
Education, 325-336.
Demirok, M., & Caglar, M. (2010). Students computer skills in faculty of education, Cypriot Journal of
Educational Sciences, Vol 5, 203-211.
Goodman, M., & Caglar, M. (2010). Students' computer skills in the faculty of education, Cypriot Journal of
Educational Sciences, Vol 5, 203-211.

Burcu Turan et al. / Procedia - Social and Behavioral Sciences 141 (2014) 1386 1391

Guler, D. (2013). Concretization of Abstract: Cartoons cultural functions. I. Turkey Children and Media Conference,
207-216.
Dogan, A., & Goker, G. (2012). Thematic television and children: Television viewing habits of elementary school
students, National Education, Issue 194.
Halloran, J. D. (1973). Effects of Television on Society, Advertising Publications, Turkey.
Heddens, J. W., & Speer, R. W. (1997). Today's Mathematics, (9.Edition), New Jersey: Merrill, an Imprint of
Prentice-Hall., 336.
Hursen, C., & Ceker, E. (2011). Evaluating Teacher Competencies in Using New Instructional
Technologies.
International Journal of Learning and Teaching, Vol 4, ssue 1, 1-13.
lhan, V., & etinkaya, . (2013). Thematic Channels Children's Primary School Students For Viewing in Habits
Cartoons. Journal of Research in Education and Teaching, 2146-9199.
Keser, H., Uzunboylu, H., & zdamli, F. (2011). The trends in technology supported
collaborative
learning
studies in 21st century. World Journal on Educational Technology, Vol 3, issue 2, 103-119.
Ozusalam, E. (2007). Web-Based Mathematics Education and Courses Example of presentation, Pamukkale
University Faculty of Education Journal, Vol.21, 33-43.
Peker, . (1985). Teaching Problems of Secondary Schools of Mathematics, Mathematics Teaching and Its
Problems, Ankara: TED Publications, 52.
Ozdamli, F., & Tuun, V. (2012). Evaluation of project based learning sufficiency of teacher candidates. Cypriot
Journal of Educational Sciences, 7(3), 189-195.
Tuncay, N., & Uzunboylu, H. (2010). Walking in two worlds: From e-learning paradise to technologically lockedin. Cypriot Journal of Educational Sciences, 271-281.

1391