How Concept Cartoons-supported 5E Model Affects Mathematics Performance and Motivation of Secondary School Students

Year 2024, Volume: 13 Issue: 4, 837 - 857, 31.10.2024

Neslihan Usta , Beyza Turan , Hande Açar , Melisa Çakır , Çisem Ceylani

Abstract

This study investigates how the concept cartoons-supported 5E model affects secondary school students' mathematics performance and motivation. A pre-and post-test design with a control group (CG) and experimental group (EG), a quasi-experimental quantitative method, was employed in the study. The participants of the study were 7th-grade students of a public secondary school in the Western Black Sea region in the academic year 2021-2022. EG had 16 students, and CG had 18. Concept cartoons prepared according to the 5E learning model were used in EG. On the other hand, CG was instructed according to the curriculum, and there was no concept cartoons-supported exercise. In the study, the 20-question multiple-choice Mathematic Achievement Test prepared by Özkan (2019) and the Mathematics Motivation Scale developed by Üzel et al. were administered to the groups twice as a pre-test and post-test. Mann-Whitney U and Wilcoxon signed-rank tests were employed in the data analysis. As a result of the study, no significant differences were found between EG and CG regarding "mathematics performance" and "mathematics motivation" variables. Several suggestions were made based on study results.

Keywords

5E Learning Model, concept cartoons, mathematics achievement, motivation, ratio/proportion

Ethical Statement

Bu araştırma, Bartın Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu kararı ile alınan etik kurul izni ile gerçekleştirilmiştir.

Supporting Institution

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu Başkanlığı (TÜBİTAK)

Project Number

1919B012109963

Thanks

Support and acknowledgments: This research is based on work supported by the Scientific and Technological Research Council of Turkey (TÜBİTAK; Project Number: 1919B012109963, Project Advisor: First author). The research was carried out within the scope of 2209-A University Students Research Projects Support Program 2021 2nd Term applications. The opinions, findings, and conclusions or recommendations expressed in this research are those of the authors. Destek ve teşekkür: Bu araştırma, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK; Proje Numarası: 1919B012109963, Proje Danışmanı: Birinci yazar) tarafından desteklenen çalışmaya dayanmaktadır. Araştırma, 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2021 Yılı 2. Dönem başvuruları kapsamında gerçekleştirilmiştir. Bu araştırmada ifade edilen görüşler, bulgular ve sonuçlar veya öneriler yazarlara aittir

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