Altıncı sınıf tam sayılar konusunun eğitsel oyunlarla öğretiminin öğrencilerin akademik başarılarına, kavram yanılgılarına ve inançlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; altıncı sınıf tam sayılar konusunun eğitsel oyun etkinlikleriyle öğretiminin matematik başarısına, matematiğe yönelik inanca, kavram yanılgılarını gidermeye ve öğrenci görüşlerine etkisini araştırmaktır. Çalışma grubu Niğde ilinde bulunan iki farklı ortaokuldaki 29'u deney ve 24'ü kontrol grubu olmak üzere 53 öğrenciden oluşmaktadır. Çalışmada nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma araştırma modellerinden açımlayıcı sıralı desen kullanılmıştır. Araştırmacının görev yaptığı okuldaki 29 öğrenci deney grubu, farklı bir ortaokuldaki 24 öğrenci ise kontrol grubu olarak belirlenmiştir. Araştırmaya başlanmadan önce iki gruba da Tam Sayılar Başarı Testi (TSBT) ile Matematiğe Yönelik İnanç Ölçeği (MYİÖ) uygulanmış, bağımsız örneklem t-testi ile grupların denkliği kontrol edilmiş ve denk oldukları görüldükten sonra gruplar çalışma grubu olarak belirlenmiştir. Sonrasında tam sayılar konusunun öğretimi deney grubunda eğitsel oyun etkinlikleriyle yapılırken kontrol grubunda ise herhangi bir müdahalede bulunulmadan öğretim programı kapsamında eğitim verilmiştir. Ders anlatımı bittikten sonra iki gruba da TSBT ve MYİÖ tekrar uygulanmıştır. Ayrıca deney grubu öğrencilerine derslerden hemen sonra öğrenci mektupları yazdırılmış ve uygulama bittikten sonra öğrencilerle öğrenci görüşmeleri yapılmıştır. Nicel verilerin analizinde SPSS 27 programı kullanılmıştır. Kavram yanılgısını gidermeye etkisini araştırmak için öğrencilerin TSBT'de yanlış yaptıkları seçenekler incelenmiş ve bu inceleme sonuçları öğrencilerin yaptıkları çözümlerle desteklenmiştir. Öğrenci görüşmelerinden ve öğrenci mektuplarında elde edilen veriler içerik analizine tâbi tutularak araştırmanın nitel kısmını temsil etmiştir. Araştırmanın sonucuna göre, altıncı sınıf tam sayılar konusunun eğitsel oyunlarla öğretiminin akademik başarıda ve kavram yanılgılarını gidermede deney grubu lehine olumlu yönde bir etkisi olmuştur. Fakat matematiğe yönelik inançta deney grubu lehinde daha fazla artış olsa da iki grup arasında istatistiksel olarak anlamlı farklılık oluşturacak düzeyde bir artış olmamıştır. Buradan eğitsel oyun etkinlikleri ile matematik öğretimi yapmanın matematiğe yönelik inanca bir etkisi olmadığı sonucuna varılmıştır. Deney grubu öğrencileriyle yapılan görüşmeler ve öğrenci mektuplarına göre eğitsel oyun etkinlikleri öğrenci görüşlerini olumlu yönde etkilemiştir. Anahtar Kelimeler: Tam Sayılar, Eğitsel Oyunlar, Kavram Yanılgıları, Kavram Yanılgısının Giderilmesi, Matematiğe Yönelik İnanç
The aim of this study is to investigate the effect of teaching sixth grade integers with educational game activities on mathematics achievement, belief in mathematics, eliminating misconceptions and student opinions. The study group consists of 53 students, 29 in the experimental group and 24 in the control group, from two different secondary schools in Niğde. In the study, exploratory sequential design, one of the mixed research models in which quantitative and qualitative research methods are used together, was used. 29 students from the school where the researcher worked were determined as the experimental group, and 24 students from a different secondary school were determined as the control group. Before starting the research, the Integer Achievement Test (TSBT) and the Beliefs in Mathematics Scale (MBS) were applied to both groups, the equivalence of the groups was checked with the independent sample t-test, and after they were found to be equivalent, the groups were determined as the study group. Afterwards, teaching the subject of integers was done with educational game activities in the experimental group, while this method was not used in the control group. At the end of the subject, TSBT and MYİÖ were applied again to both groups. In addition, student letters were written to the experimental group students immediately after the lessons, and student interviews were held with the students after the application was completed. SPSS 27 program was used to analyze quantitative data. In order to investigate its effect on eliminating misconceptions, the options that students made mistakes in TSBT were examined and the results of this examination were supported by the solutions made by the students. The data obtained from student interviews and student letters were subjected to content analysis and represented the qualitative part of the research. According to the results of the research, teaching sixth grade integers with educational games had a positive effect on academic success and eliminating misconceptions in favor of the experimental group. However, although there was a greater increase in belief in mathematics in favor of the experimental group, there was no increase at a level that would create a significant difference between the two groups. It has been concluded that teaching mathematics through educational game activities has no effect on belief in mathematics. According to the interviews conducted with the experimental group students and student letters, educational game activities had a positive impact on student opinions. Keywords: Integers, Educational Games, Misconceptions, Elimination of Misconceptions, Beliefs Towards Mathematics
The aim of this study is to investigate the effect of teaching sixth grade integers with educational game activities on mathematics achievement, belief in mathematics, eliminating misconceptions and student opinions. The study group consists of 53 students, 29 in the experimental group and 24 in the control group, from two different secondary schools in Niğde. In the study, exploratory sequential design, one of the mixed research models in which quantitative and qualitative research methods are used together, was used. 29 students from the school where the researcher worked were determined as the experimental group, and 24 students from a different secondary school were determined as the control group. Before starting the research, the Integer Achievement Test (TSBT) and the Beliefs in Mathematics Scale (MBS) were applied to both groups, the equivalence of the groups was checked with the independent sample t-test, and after they were found to be equivalent, the groups were determined as the study group. Afterwards, teaching the subject of integers was done with educational game activities in the experimental group, while this method was not used in the control group. At the end of the subject, TSBT and MYİÖ were applied again to both groups. In addition, student letters were written to the experimental group students immediately after the lessons, and student interviews were held with the students after the application was completed. SPSS 27 program was used to analyze quantitative data. In order to investigate its effect on eliminating misconceptions, the options that students made mistakes in TSBT were examined and the results of this examination were supported by the solutions made by the students. The data obtained from student interviews and student letters were subjected to content analysis and represented the qualitative part of the research. According to the results of the research, teaching sixth grade integers with educational games had a positive effect on academic success and eliminating misconceptions in favor of the experimental group. However, although there was a greater increase in belief in mathematics in favor of the experimental group, there was no increase at a level that would create a significant difference between the two groups. It has been concluded that teaching mathematics through educational game activities has no effect on belief in mathematics. According to the interviews conducted with the experimental group students and student letters, educational game activities had a positive impact on student opinions. Keywords: Integers, Educational Games, Misconceptions, Elimination of Misconceptions, Beliefs Towards Mathematics
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
