The Effect of Using Verbal Games in Distance Education Mathematics Instruction on 6th Grade Students' Mathematics Achievement

Abstract

This study examined the effect of using verbal games in distance education mathematics instruction on students' mathematics achievement. The study was designed as a pretest-posttest quasi-experimental model with a control group. The study group consists of 40 students attending 6th grade of a public school of a medium-level socio-economic group in the Central District of Bartin province during the 2020-2021 academic year. There were 20 students in the experimental group (EG) and 20 in the control group (CG). Mathematics Achievement Test (MAT) and verbal games about the circle were used as data collection tools. In EG, the instruction was carried out using verbal games prepared for teaching the circle subject in distance education, whereas traditional expository teaching was used in CG. The courses were conducted online, using one of the distance education applications in an online platform. Wilcoxon Signed Rank Test was used for dependent groups, and the Mann-Whitney U test for independent groups. A statistically significant difference was observed between all students' MAT scores before and after the application. Accordingly, it can be said that verbal games increased students' mathematics achievement in the circle subject. Using verbal games in mathematics education in different subjects and also at various grade levels can be suggested in this context.

Keywords

• Verbal games
• mathematics achievement
• secondary school students
• distance learning

Uzaktan Eğitimde Sözel Oyunların Kullanılması ile Yapılan Öğretimin 6. Sınıf Öğrencilerinin Matematik Başarılarına Etkisi

Abstract

Bu araştırmada, uzaktan eğitim ile yapılan matematik öğretiminde sözel oyunların kullanılmasının öğrencilerin matematik başarılarına etkisi incelenmiştir. Araştırmada nicel araştırma yöntemlerinden deneysel yöntem kullanılmıştır. Araştırmanın modeli kontrol gruplu ön test son test yarı deneysel model olarak belirlenmiştir. Araştırma grubu, 2020-2021 eğitim öğretim yılında Türkiye’de Bartın ili Merkez İlçesinde bulunan orta düzey sosyo- ekonomik çevredeki bir devlet okulunun 6. sınıfında öğrenim gören 40 öğrenciden oluşmaktadır. Deney grubunda (DG) 20 ve kontrol grubunda (KG) 20 öğrenci bulunmaktadır. Veri toplama araçları olarak Matematik Başarı Testi (MBT) ve çember konusunda hazırlanmış sözel oyunlar kullanılmıştır. DG’de uzaktan eğitimde çember konusunun öğretimi için hazırlanan sözel oyunlar kullanılarak öğretim yapılırken, KG’de geleneksel yaklaşıma dayalı açıklayıcı öğretim yöntemi kullanılmıştır. Derslerin yürütülmesi dijital bir platformdaki uzaktan eğitim uygulamalarından birinin çevrimiçi kullanılmasıyla gerçekleştirilmiştir. Veriler SPSS 22.0 paket programı ile analiz edilmiştir. Bağımlı gruplar arasındaki analizlerde Wilcoxon İşaretli Sıralar Testi, bağımsız gruplar için Mann Whitney U testi kullanılmıştır. Analizler sonucunda öğrencilerin uygulama öncesi ve sonrası MBT’den aldıkları başarı puanları arasında istatistiksel olarak anlamlı bir farkın olduğu görülmüştür. Bu sonuca göre sözel oyunların öğrencilerin çember konusundaki matematik başarılarını artırdığı söylenebilir. Bu bağlamda matematik eğitiminde sözel oyunların farklı konu ve sınıf seviyelerinde de kullanılması önerilebilir.

Keywords

• Sözel oyunlar
• matematik başarısı
• ortaokul öğrencileri
• uzaktan eğitim

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