Ortaokul 5. sınıf kesirler konusunda oyun temelli öğrenmenin matematik motivasyonuna etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu tez, ortaokul 5. sınıf kesirler konusunda yapılan oyun temelli öğrenimin matematik motivasyonuna etkisini araştırmak ve deneysel uygulamaya yönelik öğrenci deneyimlerini ile öğrenci görüşlerini araştırmak amacıyla yapılmıştır. Araştırmanın yöntemi iç içe karma desendir. Veri toplama araçları matematik motivasyon ölçeği ve yarı yapılandırılmış görüşme formudur. Araştırmanın çalışma grubu 2022-2023 eğitim öğretim yılının birinci döneminde, Van'ın İpekyolu ilçesinde bulunan bir devlet ortaokulunda öğrenim gören 5. sınıf öğrencileridir. Deney grubunda dersler oyun temelli öğrenme yaklaşımı ile kontrol grubunda ise geleneksel öğretim yöntemi ile yürütülmüştür. Matematik motivasyonu ölçeğindeki alt boyutlarda gruplar arasında konu değeri, öğrenme inancı ve öz yeterlik alt boyutlarının her biri için, deney grubu lehine düşük bir etki düzeyine sahip istatistiksel olarak anlamlı bir farklılık olduğu tespit edilmiştir. Matematik eğitiminde oyun temelli öğrenim yönteminin matematik motivasyonunu düşük düzeyde ve olumlu yönde etkilediği yönündedir. İstatistiksel olarak anlamlı bir fark görülmemekle birlikte deney grubunun motivasyon puanı ortalamalarına yönelik "içsel hedef yönelimi" için artış olduğu, "dışsal hedef yönelimi" için aynı olduğu ve "sınav kaygısı" için azalma olduğu görülmüştür. Motivasyona yönelik gözlem ve görüşmelerden elde edilen nitel bulgularda ise en çok eğlenceli olma ve istekli olmayı sağlamaya vurgu yapıldığı görülmüştür. Sonuç olarak oyun temelli öğrenimin öğrencilerde eğlence ve istek uyandırarak sınav kaygısını azalttığı ve bu sayede öğrencilerin matematik motivasyonunu arttırdığı söylenebilir. Elde edilen sonuçlardan hareketle, tezde önerilere yer verilmiştir. Ayrıca matematik eğitiminde oyun temelli öğretim uygulamalarına yönelik daha geniş örneklemde çalışmalar yapılarak ve farklı veri toplama araçları ile yöntem ve teknikler kullanılarak elde edilecek sonuçların daha geniş çerçevede değerlendirilmesi ve daha kesin yargılara varılması sağlanabilir.
This thesis was conducted to investigate the effect of game-based teaching on fractions in secondary school 5th grade on mathematics motivation and to investigate student experiences and student opinions regarding experimental application. The method of the research is a nested mixed design. Data collection tools are mathematics motivation scale and semi-structured interview form. The study group of the research is 5th grade students studying at a public secondary school in the İpekyolu district of Van, in the first semester of the 2022-2023 academic year. In the experimental group, lessons were conducted with a game-based learning approach, and in the control group, lessons were conducted with a traditional teaching method. It was determined that there was a statistically significant difference between the groups in the sub-dimensions of the mathematics motivation scale, with a low level of effect in favor of the experimental group, for each of the sub-dimensions of subject value, learning belief and self-efficacy. The game-based learning method in mathematics education has a low and positive effect on mathematics motivation. Although there was no statistically significant difference, it was observed that there was an increase in the motivation score averages of the experimental group for "intrinsic goal orientation", the same for "extrinsic goal orientation" and a decrease in "test anxiety". In the qualitative findings obtained from observations and interviews regarding motivation, it was seen that the most emphasis was on being fun and being willing. As a result, it can be said that game-based learning reduces test anxiety by creating fun and enthusiasm in students, and thus increases students' motivation for mathematics. Based on the results obtained, suggestions are included in the thesis. In addition, by conducting studies on game-based teaching practices in mathematics education on a larger sample size and using different data collection tools, methods and techniques, the results obtained can be evaluated in a broader context and more precise judgments can be made.
This thesis was conducted to investigate the effect of game-based teaching on fractions in secondary school 5th grade on mathematics motivation and to investigate student experiences and student opinions regarding experimental application. The method of the research is a nested mixed design. Data collection tools are mathematics motivation scale and semi-structured interview form. The study group of the research is 5th grade students studying at a public secondary school in the İpekyolu district of Van, in the first semester of the 2022-2023 academic year. In the experimental group, lessons were conducted with a game-based learning approach, and in the control group, lessons were conducted with a traditional teaching method. It was determined that there was a statistically significant difference between the groups in the sub-dimensions of the mathematics motivation scale, with a low level of effect in favor of the experimental group, for each of the sub-dimensions of subject value, learning belief and self-efficacy. The game-based learning method in mathematics education has a low and positive effect on mathematics motivation. Although there was no statistically significant difference, it was observed that there was an increase in the motivation score averages of the experimental group for "intrinsic goal orientation", the same for "extrinsic goal orientation" and a decrease in "test anxiety". In the qualitative findings obtained from observations and interviews regarding motivation, it was seen that the most emphasis was on being fun and being willing. As a result, it can be said that game-based learning reduces test anxiety by creating fun and enthusiasm in students, and thus increases students' motivation for mathematics. Based on the results obtained, suggestions are included in the thesis. In addition, by conducting studies on game-based teaching practices in mathematics education on a larger sample size and using different data collection tools, methods and techniques, the results obtained can be evaluated in a broader context and more precise judgments can be made.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
