The Effect of Realistic Mathematics Education on Mathematics Achievement, Retention and Motivation in Integers

Gülfem Sarpkaya Aktaş; Mustafa Köse

Makale detayları

The Effect of Realistic Mathematics Education on Mathematics Achievement, Retention and Motivation in Integers

Yazarlar:

Gülfem Sarpkaya Aktaş | Mustafa Köse

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2380-2408

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331317

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This study was designed using a quasi-experimental design with pretest-posttest control group, one of the quantitative research techniques, in order to examine the effect of using realistic mathematics education in mathematics lesson on the academic achievement, motivation and learning retention of seventh grade Whole Numbers subject. Due to the structure of the sampling design, it was completed by selecting the groups, one of which was the experimental group and one of which was the control group, impartially based on chance from among the predetermined groups. Sampling consisted of 40 seventh grade students, 20 experimental and 20 control group, studying in Aladağ district of Adana province in the 2021-2022 academic year. Mathematics achievement test and mathematics motivation scale were used as data collection tools in the study. Descriptive statistics and independent groups t-test were applied to analyse the data obtained as a result of the research. According to the results of the study, the pre-test and post-test results of both mathematics achievement test and motivation scale were close to each other and there was no significant difference between the groups. After the studies, no significant difference was found between the posttest scores of the students in the experimental group and the students in the control group in the mathematics achievement test, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group. In the mathematics motivation scale, no significant difference was found between the post-test scores of the students in the experimental group and the students in the control group, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group.

 This study was designed using a quasi-experimental design with pretest-posttest control group, one of the quantitative research techniques, in order to examine the effect of using realistic mathematics education in mathematics lesson on the academic achievement, motivation and learning retention of seventh grade Whole Numbers subject. Due to the structure of the sampling design, it was completed by selecting the groups, one of which was the experimental group and one of which was the control group, impartially based on chance from among the predetermined groups. Sampling consisted of 40 seventh grade students, 20 experimental and 20 control group, studying in Aladağ district of Adana province in the 2021-2022 academic year. Mathematics achievement test and mathematics motivation scale were used as data collection tools in the study. Descriptive statistics and independent groups t-test were applied to analyse the data obtained as a result of the research. According to the results of the study, the pre-test and post-test results of both mathematics achievement test and motivation scale were close to each other and there was no significant difference between the groups. After the studies, no significant difference was found between the posttest scores of the students in the experimental group and the students in the control group in the mathematics achievement test, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group. In the mathematics motivation scale, no significant difference was found between the post-test scores of the students in the experimental group and the students in the control group, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group.

 This study was designed using a quasi-experimental design with pretest-posttest control group, one of the quantitative research techniques, in order to examine the effect of using realistic mathematics education in mathematics lesson on the academic achievement, motivation and learning retention of seventh grade Whole Numbers subject. Due to the structure of the sampling design, it was completed by selecting the groups, one of which was the experimental group and one of which was the control group, impartially based on chance from among the predetermined groups. Sampling consisted of 40 seventh grade students, 20 experimental and 20 control group, studying in Aladağ district of Adana province in the 2021-2022 academic year. Mathematics achievement test and mathematics motivation scale were used as data collection tools in the study. Descriptive statistics and independent groups t-test were applied to analyse the data obtained as a result of the research. According to the results of the study, the pre-test and post-test results of both mathematics achievement test and motivation scale were close to each other and there was no significant difference between the groups. After the studies, no significant difference was found between the posttest scores of the students in the experimental group and the students in the control group in the mathematics achievement test, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group. In the mathematics motivation scale, no significant difference was found between the post-test scores of the students in the experimental group and the students in the control group, and it was concluded that there was a significant difference between the retention scores in favour of the experimental group.

 Bu araştırma, matematik dersinde gerçekçi matematik eğitimi kullanmanın yedinci sınıf Tam Sayılar konusunda öğrencilerin akademik başarılarına, motivasyonlarına ve öğrenme kalıcılığına etkisini incelemek amacıyla nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılarak tasarlanmıştır. Örneklem desenin yapısı gereği önceden belirlenmiş gruplar içerisinden şansa dayalı olarak tarafsız bir şekilde biri deney grubu biri de kontrol grubu olacak şekilde grupların seçilmesi ile tamamlanmıştır. Örneklemi 2021-2022 eğitim öğretim yılında Adana ilinin Aladağ ilçesinde öğrenim gören 20 deney ve 20 kontrol grubu olmak üzere 40 yedinci sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Matematik Başarı Testi, Matematik Motivasyon Ölçeği kullanılmıştır. Araştırma sonucunda elde edilen verilerin analizinde betimsel istatistikler, bağımsız gruplar t testi uygulanmıştır. Araştırmanın sonuçlarına göre öğrencilerin hem Matematik Başarı Testi hem de Matematik Motivasyon Ölçeği öntest ve sontest sonuçları birbirine yakındır ve gruplar arasında anlamlı bir farklılık yoktur. Yapılan çalışmalardan sonra Matematik Başarı Testinde deney grubundaki öğrenciler ile kontrol grubundaki öğrencilerin son test puanları arasında anlamlı bir farklılık bulunmamıştır ve kalıcılık puanları arasında deney grubu lehine anlamlı farklılık olduğu sonucuna ulaşılmıştır. Matematik Motivasyon Ölçeğinde de deney grubundaki öğrenciler ile kontrol grubundaki öğrencilerin son test puanları arasında anlamlı bir farklılık bulunmamıştır ve kalıcılık puanları arasında deney grubu lehine anlamlı farklılık olduğu sonucuna ulaşılmıştır.

Makale detayları

The Effect of Realistic Mathematics Education on Mathematics Achievement, Retention and Motivation in Integers

Yazarlar:

Gülfem Sarpkaya Aktaş | Mustafa Köse

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2380-2408

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331317

pISSN:

2459-1912

Realistic mathematics education

Integers

Academic success

Motivation

PermananceGerçekçi matematik eğitimi

Tam sayılar

Akademik başarı

Motivasyon

Kalıcılık

Sayı

Makale detayları

Yazarlar: Gülfem Sarpkaya Aktaş | Mustafa Köse

Yayıncı: Gazi University

Ana Başlıklar: Matematik Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2380-2408

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001331317

pISSN: 2459-1912

Sayı

Yazarlar:

Gülfem Sarpkaya Aktaş | Mustafa Köse

Yayıncı:

Gazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2380-2408

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331317

pISSN:

2459-1912