The Effect of Activities Structured According to Dienes Principles on Mathematics Achievement, Motivation and Retention

Buket Şimşek; Işıl Tanrıseven

Makale detayları

The Effect of Activities Structured According to Dienes Principles on Mathematics Achievement, Motivation and Retention

Yazarlar:

Buket Şimşek | Işıl Tanrıseven

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.511-524

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334236

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 In this study, it was tried to determine the effect of fraction teaching with activities structured according to Dienes principles on mathematics achievement, motivation and retention. For this purpose, a quasi-experimental design was used in the study. The study was conducted with 54 students attending the 3rd grade of a public primary school in Yenişehir district of Mersin province in the 2023-2024 academic year. Two branches from the third grade of the primary school were randomly assigned as experimental and control groups. Mathematics lessons in the experimental group were taught with activities structured according to Dienes principles, while mathematics lessons in the control group were taught by the researcher according to the current curriculum. In the study, the Fraction Achievement Test FAT developed by the researcher and the Mathematics Course Motivation Scale for Primary School 3rd and 4th Grade Students MCMS developed by Balantekin and Oksal 2014 were used as data collection tools. IBM SPSS 26 statistical package program was used for data analysis. As a result of the study, it was concluded that fraction teaching based on Dienes principles was more effective than the teaching organized according to the current program and had a positive effect on students academic achievement and retention of what was learned. In addition, it was concluded that fraction teaching planned according to Dienes principles had a positive effect on intrinsic motivation and a negative effect on amotivation.

 In this study, it was tried to determine the effect of fraction teaching with activities structured according to Dienes principles on mathematics achievement, motivation and retention. For this purpose, a quasi-experimental design was used in the study. The study was conducted with 54 students attending the 3rd grade of a public primary school in Yenişehir district of Mersin province in the 2023-2024 academic year. Two branches from the third grade of the primary school were randomly assigned as experimental and control groups. Mathematics lessons in the experimental group were taught with activities structured according to Dienes principles, while mathematics lessons in the control group were taught by the researcher according to the current curriculum. In the study, the Fraction Achievement Test FAT developed by the researcher and the Mathematics Course Motivation Scale for Primary School 3rd and 4th Grade Students MCMS developed by Balantekin and Oksal 2014 were used as data collection tools. IBM SPSS 26 statistical package program was used for data analysis. As a result of the study, it was concluded that fraction teaching based on Dienes principles was more effective than the teaching organized according to the current program and had a positive effect on students academic achievement and retention of what was learned. In addition, it was concluded that fraction teaching planned according to Dienes principles had a positive effect on intrinsic motivation and a negative effect on amotivation.

 In this study, it was tried to determine the effect of fraction teaching with activities structured according to Dienes principles on mathematics achievement, motivation and retention. For this purpose, a quasi-experimental design was used in the study. The study was conducted with 54 students attending the 3rd grade of a public primary school in Yenişehir district of Mersin province in the 2023-2024 academic year. Two branches from the third grade of the primary school were randomly assigned as experimental and control groups. Mathematics lessons in the experimental group were taught with activities structured according to Dienes principles, while mathematics lessons in the control group were taught by the researcher according to the current curriculum. In the study, the Fraction Achievement Test FAT developed by the researcher and the Mathematics Course Motivation Scale for Primary School 3rd and 4th Grade Students MCMS developed by Balantekin and Oksal 2014 were used as data collection tools. IBM SPSS 26 statistical package program was used for data analysis. As a result of the study, it was concluded that fraction teaching based on Dienes principles was more effective than the teaching organized according to the current program and had a positive effect on students academic achievement and retention of what was learned. In addition, it was concluded that fraction teaching planned according to Dienes principles had a positive effect on intrinsic motivation and a negative effect on amotivation.

 Bu araştırmada Dienes ilkelerine göre yapılandırılmış etkinliklerle kesir öğretiminin matematik başarısı, motivasyon ve kalıcılık üzerindeki etkisi belirlenmeye çalışılmıştır. Bu amaç doğrultusunda araştırmada yarı deneysel desen kullanılmıştır. Çalışma 2023-2024 eğitim-öğretim yılında Mersin ili Yenişehir ilçesindeki bir devlet ilkokulunun 3. sınıfına devam eden 54 öğrenci ile yürütülmüştür. İlkokulun üçüncü sınıflarından iki şube yansız atama yoluyla deney ve kontrol grubu olarak belirlenmiştir. Deney grubundaki matematik dersleri Dienes ilkelerine göre yapılandırılmış etkinliklerle, kontrol grubundaki matematik dersleri ise mevcut programa göre araştırmacı tarafından işlenmiştir. Araştırmada araştırmacı tarafından geliştirilen Kesir Başarı Testi KBT ile Balantekin ve Oksal 2014 tarafından geliştirilen İlkokul 3. ve 4. Sınıf Öğrencileri İçin Matematik Dersi Motivasyon Ölçeği MDMÖ veri toplama aracı olarak kullanılmıştır. Verilerin analizinde; deneysel işlemin öğrencilerin matematik dersi başarısı ile öğretimin kalıcılığı üzerinde etkili olup olmadığını belirlemek için ilişkisiz örneklemler için t testi ve matematik dersi motivasyon ölçeği son test puanları arasında fark olup olmadığını belirlemek için Mann-Whitney U testi kullanılmıştır. Araştırma sonucunda Dienes ilkelerine dayalı kesir öğretiminin mevcut programa göre düzenlenen öğretimden daha etkili olduğu, öğrencilerin akademik başarıları ve öğrenilenlerin kalıcılığı üzerinde olumlu etkiye sahip olduğu sonucuna ulaşılmıştır. Ayrıca Dienes ilkelerine göre planlanmış kesir öğretiminin içsel motivasyon üzerinde olumlu, motivasyonsuzluk üzerinde olumsuz etkisinin olduğu sonucuna ulaşılmıştır.

Makale detayları

The Effect of Activities Structured According to Dienes Principles on Mathematics Achievement, Motivation and Retention

Yazarlar:

Buket Şimşek | Işıl Tanrıseven

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.511-524

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334236

pISSN:

1306-7850

Dienes Principles

Fraction Teaching in Primary School

MotivationDienes İlkeleri

İlkokulda Kesir Öğretimi

Motivasyon

Sayı

Makale detayları

The Effect of Activities Structured According to Dienes Principles on Mathematics Achievement, Motivation and Retention

Yazarlar: Buket Şimşek | Işıl Tanrıseven

Yayıncı: Mersin University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer)

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.511-524

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001334236

pISSN: 1306-7850

Dienes Principles

Fraction Teaching in Primary School

MotivationDienes İlkeleri

İlkokulda Kesir Öğretimi

Motivasyon

Sayı

Yazarlar:

Buket Şimşek | Işıl Tanrıseven

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.511-524

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334236

pISSN:

1306-7850