The Effect of Stem-Based Geometry Activities on Students' Academic Achievement and Mathematics Attitudes

Erkan Güler; Yusuf Ergen

Makale detayları

The Effect of Stem-Based Geometry Activities on Students' Academic Achievement and Mathematics Attitudes

Yazarlar:

Erkan Güler | Yusuf Ergen

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi Vol.22 Issue 1, pp.32-45

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346618

pISSN:

1304-8120

Anahtar kelimeler:

Özet:

 This study examined the effects of STEM-based geometry activities on students geometry achievement and attitudes towards mathematics. A quasi-experimental design with pretest-posttest control group was used in the study. The study sample consisted of 56 students in the 3rd grade of primary school in the 2022-2023 academic year. According to the results of the study, it was determined that there was a statistically significant difference between the pre-test and post-test geometry achievement scores and pre-test and post-test attitude towards mathematics scores of the experimental group students in which STEM activities were applied. There was also a statistically significant difference between the pre-test and post-test geometry achievement and attitudes towards mathematics scores of the control group students to which the MEB curriculum was applied. However, it was determined that the difference between the pre-test and post-test mathematics attitude scores of the control group favoured the pre-test. A statistically significant difference was found in favour of the experimental group between the post-test scores of geometry achievement and attitudes towards mathematics of the experimental group, which received STEM-based geometry instruction, and the control group, which received the MoNE curriculum.

 This study examined the effects of STEM-based geometry activities on students geometry achievement and attitudes towards mathematics. A quasi-experimental design with pretest-posttest control group was used in the study. The study sample consisted of 56 students in the 3rd grade of primary school in the 2022-2023 academic year. According to the results of the study, it was determined that there was a statistically significant difference between the pre-test and post-test geometry achievement scores and pre-test and post-test attitude towards mathematics scores of the experimental group students in which STEM activities were applied. There was also a statistically significant difference between the pre-test and post-test geometry achievement and attitudes towards mathematics scores of the control group students to which the MEB curriculum was applied. However, it was determined that the difference between the pre-test and post-test mathematics attitude scores of the control group favoured the pre-test. A statistically significant difference was found in favour of the experimental group between the post-test scores of geometry achievement and attitudes towards mathematics of the experimental group, which received STEM-based geometry instruction, and the control group, which received the MoNE curriculum.

 This study examined the effects of STEM-based geometry activities on students geometry achievement and attitudes towards mathematics. A quasi-experimental design with pretest-posttest control group was used in the study. The study sample consisted of 56 students in the 3rd grade of primary school in the 2022-2023 academic year. According to the results of the study, it was determined that there was a statistically significant difference between the pre-test and post-test geometry achievement scores and pre-test and post-test attitude towards mathematics scores of the experimental group students in which STEM activities were applied. There was also a statistically significant difference between the pre-test and post-test geometry achievement and attitudes towards mathematics scores of the control group students to which the MEB curriculum was applied. However, it was determined that the difference between the pre-test and post-test mathematics attitude scores of the control group favoured the pre-test. A statistically significant difference was found in favour of the experimental group between the post-test scores of geometry achievement and attitudes towards mathematics of the experimental group, which received STEM-based geometry instruction, and the control group, which received the MoNE curriculum.

 Bu araştırmada, STEM temelli geometri etkinliklerinin öğrencilerin geometri başarılarına ve matematiğe yönelik tutumlarına etkisi incelenmiştir. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini 2022-2023 eğitim öğretim yılında ilkokul 3. sınıfta öğrenim gören 56 öğrenci oluşturmaktadır. Araştırma sonuçlarına göre; STEM etkinliklerinin uygulandığı deney grubu öğrencilerinin ön test- son test geometri başarı puanları arasında ve ön test- son test matematiğe yönelik tutum puanları arasında istatiksel olarak anlamlı bir fark olduğu tespit edilmiştir. MEB öğretim programının uygulandığı kontrol grubu öğrencilerinin geometri başarılarının ve matematiğe yönelik tutumlarının ön test- son test puanları arasında da istatiksel olarak anlamlı bir farklılık görülmüştür. Ancak, kontrol grubu ön test-son test matematik tutum puanları arasındaki farkın ön-test lehine olduğu belirlenmiştir. STEM temelli geometri öğretimi yapılan deney grubu ile MEB öğretim programı uygulanan kontrol grubunun geometri başarı ve matematiğe yönelik tutum son test puanları arasında ise deney grubu lehine istatiksel olarak anlamlı bir farklılık bulunmuştur.

Makale detayları

The Effect of Stem-Based Geometry Activities on Students' Academic Achievement and Mathematics Attitudes

Yazarlar:

Erkan Güler | Yusuf Ergen

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi Vol.22 Issue 1, pp.32-45

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346618

pISSN:

1304-8120

STEM

Geometry

Elementary School

Mathematics AttitudeSTEM

Geometri

İlkokul

Matematik tutumu

Sayı

Makale detayları

Yazarlar: Erkan Güler | Yusuf Ergen

Yayıncı: Kahramanmaras Sutcu Imam University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi Vol.22 Issue 1, pp.32-45

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001346618

pISSN: 1304-8120

Sayı

Yazarlar:

Erkan Güler | Yusuf Ergen

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi Vol.22 Issue 1, pp.32-45

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346618

pISSN:

1304-8120