Classroom Teachers' Opinions on Game-Based Assessment in Mathematics Lesson: A Phenomenological Research

Year 2024, Volume: 18 Issue: 2, 430 - 459, 27.12.2024

Ramazan Divrik , Hilal Nur Topal

https://doi.org/10.17522/balikesirnef.1556395

Abstract

The study aims to gather the opinions of classroom teachers about the reflections of game-based assessment in mathematics lessons in primary school. The study followed a phenomenological design, which is one of the qualitative research methods. The participants consisted of eight classroom teachers working in public schools in Edirne and Kırklareli provinces in the 2023-2024 academic year. Participants were selected using convenience sampling, a type of purposive sampling method. The study data were collected using a semi-structured interview with six questions. The data were analyzed using content analysis. Based on the findings, game-based assessment was seen as a positive development. For teachers, it allowed long-term observation and monitoring of gains that turned into behaviors. For students, it fostered learning through fun, a desire to win, active participation, competition experience, and reduced exam stress. It also contributed to more enjoyable lessons and helped reduce negative perceptions of the subject. For teachers, challenges included the inability to make unbiased evaluations and low reliability. For students, negative aspects included lack of attention, focusing too much on fun, not following the rules of the game, and ignoring instructions. In terms of the mathematics lesson itself, issues included falling behind on the material and difficulty in creating games suitable for each learning objective. To address the challenges faced during game-based assessment in mathematics lessons, several strategies were suggested, including defining clear evaluation criteria, fostering cooperation and active participation, aligning objectives, following instructions, preparing a guideline, and ensuring material completion.

Keywords

Game-based assessment, primary school mathematics lesson, teacher views, phenomenology

Ethical Statement

The research was approved by the decision numbered 05/26 of the Trakya University Social and Human Sciences Research Ethics Committee at its meeting dated 29.05.2024.

Matematik Dersinde Oyun Temelli Değerlendirmeye İlişkin Sınıf Öğretmenlerinin Görüşleri: Fenomenolojik Bir Araştırma

Abstract

Araştırmanın amacı ilkokulda oyun temelli değerlendirme yapmanın matematik dersindeki yansımalarına ilişkin sınıf öğretmenlerinin görüşlerini almaktır. Çalışma nitel araştırma desenlerinden olgu bilim (fenomenoloji) desenine göre yapılandırılmıştır. Çalışmanın katılımcıları 2023-2024 eğitim öğretim yılında Edirne ve Kırklareli illerindeki devlet okullarında görev yapan sekiz sınıf öğretmeninden oluşmaktadır. Katılımcılar amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışmanın verileri altı sorudan oluşan yarı-yapılandırılmış görüşme formu ile toplanmıştır. Veriler içerik analizi yöntemiyle analiz edilmiştir. Elde edilen bulgular ışığında; öğretmenler açısından uzun süreli gözlem yapma ve davranışa dönüşen kazanımı görme; öğrenciler açısından eğlenerek öğrenme, kazanma isteği, aktif katılım, yarışma deneyimi kazanma ve sınav stresini azaltma; ders açısından derslerin eğlenceli yürütülmesi ve derse olan ön yargının kırılması kodları ile oyun temelli değerlendirme olumlu bir gelişme olarak değerlendirilmiştir. Tarafsız değerlendirme yapamama ve değerlendirme güvenirliğinin düşük olması öğretmenler açısından; dikkat ve ilgi eksikliği, eğlenmeye odaklanma, oyun kurallarına uymama ve yönergeleri uygulayamama öğrenciler açısından; konuların yetişmemesi ve her kazanıma uygun oyunun hazırlanamaması matematik dersi açısından olumsuz yönler olarak görülmüştür. Matematik derslerinde oyun temelli değerlendirme yapılırken karşılaşılan güçlüklerin giderilmesine yönelik; değerlendirme kriterlerinin belirlenmesi, işbirliğini ve aktif katılımı teşvik etme, kazanım birleştirme, yönergelere uyma, uygulama kılavuzu hazırlama ve materyal tamamlama gibi önerilerde bulunulmuştur.

Keywords

Oyun temelli değerlendirme, ilkokul matematik dersi, öğretmen görüşleri, fenomenoloji

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