Oyun temelli matematik öğretiminin 8. sınıf matematik dersindeki başarı ve tutuma etkisi
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Tarih
2025
Yazarlar
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, oyun temelli öğretim yöntemlerinin 8. sınıf matematik dersindeki öğrenci başarıları, bilgi kalıcılığı ve matematiğe yönelik tutumları üzerindeki etkilerini incelemektir. Özellikle soyut matematik kavramlarının somutlaştırılması ve öğrencilerin derse olan motivasyonlarının artırılması açısından geleneksel yöntemlere kıyasla bu yöntemin daha etkili olup olmadığını değerlendirmek, araştırmanın temel hedefidir. Araştırma, Batı Karadeniz'de bir devlet oratokulunda, 2023-2024 eğitim-öğretim yılında öğrenim gören 8. sınıf öğrencilerinin tamamının katılımıyla gerçekleştirilmiştir. Çalışma grubu, deney ve kontrol olmak üzere iki gruba ayrılmıştır. Araştırma yarı deneysel bir desenle tasarlanmış; ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Uygulama süreci 11 hafta sürmüştür. Deney grubunda oyun temelli matematik öğretimine yönelik etkinlikler uygulanmış, kontrol grubunda ise öğretim programı belirlenen süre içerisinde matematik öğretim programının ön gördüğü yöntem ve tekniklerle gerçekleştirilmiştir. Araştırmada, Matematik Başarı Testi, Matematik Tutum Ölçeği ve uygulama sonunda öğrencilerin görüşlerini almak için Yarı Yapılandırılmış Görüşme Formu kullanılmıştır. Elde edilen nicel veriler istatistik paket programı ile nitel veriler ise nitel araştırma analiz programı ile içerik analizi yöntemiyle sistematik bir şekilde analiz edilmiştir. Araştırma sonuçları, oyun temelli öğretim yöntemlerinin matematik başarısı, öğrenme kalıcılığı ve motivasyon üzerinde olumlu etkiler sağladığını göstermiştir. Deney grubu öğrencilerinin başarı ve tutumlarında anlamlı bir artış gözlenmiş, öğrenmenin uzun süreli kalıcılığı desteklendiği tespit edilmiştir. Ayrıca, oyun temelli etkinlikler matematik dersine olan ilgiyi artırmış, kaygıyı azaltmış ve özgüveni geliştirmiştir. Bu yöntemin, soyut matematik kavramlarını anlamayı kolaylaştırarak öğrenme sürecini daha keyifli ve etkili hale getirdiği belirlenmiştir. Geleneksel yöntemlere kıyasla daha başarılı bulunan bu yöntemin, farklı öğrenci gruplarındaki ve diğer derslerdeki uygulanabilirliği ile uzun vadeli etkilerinin araştırılması önerilmektedir.
The purpose of this study is to examine the effects of game-based instructional methods on eighth-grade students' academic achievement, knowledge retention, and attitudes toward mathematics. The primary objective of the research is to evaluate whether this method is more effective than traditional approaches, particularly in terms of concretizing abstract mathematical concepts and enhancing students' motivation toward the subject. The study was conducted in a public middle school in the Western Black Sea region during the 2023–2024 academic year, with the participation of all eighth-grade students. The study group was divided into two groups: experimental and control. The research was designed as a quasi-experimental study employing a pre-test and post-test control group experimental design. The implementation process lasted for 11 weeks. In the experimental group, game-based mathematics teaching activities were applied, whereas the control group followed the standard mathematics curriculum using the conventional teaching methods and techniques prescribed by the official program. The study utilized a Mathematics Achievement Test, a Mathematics Attitude Scale, and a Semi-Structured Interview Form to collect students' opinions at the end of the application. The quantitative data were systematically analyzed using a statistical package program, while qualitative data were examined through content analysis using a qualitative research analysis program. The findings of the study indicate that game-based instructional methods have a positive impact on mathematics achievement, knowledge retention, and student motivation. A significant increase was observed in the success and attitudes of students in the experimental group, and it was found that learning was supported for long-term retention. Additionally, game-based activities increased students' interest in mathematics, reduced anxiety, and improved their self-confidence. The study concludes that this method facilitates the comprehension of abstract mathematical concepts, making the learning process more enjoyable and effective. Compared to traditional methods, game-based instruction was found to be more successful. It is recommended that future research explore the applicability of this method in different student groups and other subjects, as well as its long-term effects.
The purpose of this study is to examine the effects of game-based instructional methods on eighth-grade students' academic achievement, knowledge retention, and attitudes toward mathematics. The primary objective of the research is to evaluate whether this method is more effective than traditional approaches, particularly in terms of concretizing abstract mathematical concepts and enhancing students' motivation toward the subject. The study was conducted in a public middle school in the Western Black Sea region during the 2023–2024 academic year, with the participation of all eighth-grade students. The study group was divided into two groups: experimental and control. The research was designed as a quasi-experimental study employing a pre-test and post-test control group experimental design. The implementation process lasted for 11 weeks. In the experimental group, game-based mathematics teaching activities were applied, whereas the control group followed the standard mathematics curriculum using the conventional teaching methods and techniques prescribed by the official program. The study utilized a Mathematics Achievement Test, a Mathematics Attitude Scale, and a Semi-Structured Interview Form to collect students' opinions at the end of the application. The quantitative data were systematically analyzed using a statistical package program, while qualitative data were examined through content analysis using a qualitative research analysis program. The findings of the study indicate that game-based instructional methods have a positive impact on mathematics achievement, knowledge retention, and student motivation. A significant increase was observed in the success and attitudes of students in the experimental group, and it was found that learning was supported for long-term retention. Additionally, game-based activities increased students' interest in mathematics, reduced anxiety, and improved their self-confidence. The study concludes that this method facilitates the comprehension of abstract mathematical concepts, making the learning process more enjoyable and effective. Compared to traditional methods, game-based instruction was found to be more successful. It is recommended that future research explore the applicability of this method in different student groups and other subjects, as well as its long-term effects.
Açıklama
Anahtar Kelimeler
Bilim ve Teknoloji, Science and Technology, Eğitim ve Öğretim, Oyun temelli matematik öğretimi, matematik başarısı, bilgi kalıcılığı, matematik tutumu, Game-based mathematics instruction, mathematics achievement, knowledge retention, attitude toward mathematics.
