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Uzaktan Eğitim Sürecinde Oyun Tabanlı Bir Uygulamanın İlkokul Öğrencilerinin Kesirleri Öğrenmede Öz-yeterlik ve Başarılarına Olan Etkisi

Year 2021, Volume 11, Issue 63, 505 - 520, 31.12.2021
https://doi.org/10.17066/tpdrd.1051383

Abstract

Matematik eğitiminde büyük önem taşıyan kesirler konusu ilköğretim öğrencilerinin okul hayatlarında karşılaştıkları en problemli kavramlardan birisidir. Bu çalışmanın amacı, uzaktan eğitim sırasında oyun tabanlı bir uygulamanın (Slice Fractions) öğrencilerin kesirler konusundaki akademik performanslarını ve öz yeterliklerini ne denli geliştirmelerine olanak sağladığını incelemektir. Araştırmaya sekiz farklı sınıftan toplam 142 dördüncü sınıf öğrencisi katılmıştır. Çalışmada yarı deneysel araştırma yöntemi kullanılarak Slice Fractions oyununun öğrencilerin kesirler kavramını öğrenmesinde ve öz-yeterlik konusunda etkisi araştırılmıştır. Araştırmaya katılan öğrencilere kesirler öz-yeterlik ölçeği ve kesirler başarı testi uygulanmıştır. Yapılan analizler sonucunda, oyun grubundaki öğrencilerin, oyun oynamayan gruptaki öğrencilere göre kesirlerde önemli ölçüde daha iyi öğrenme performansına ve daha iyi öz-yeterliğe sahip oldukları sonucuna varılmıştır.

References

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Effects of a Game-Based app on Primary Students’ Self Efficacy and Achievements in Learning Fractions During Distance Education

Year 2021, Volume 11, Issue 63, 505 - 520, 31.12.2021
https://doi.org/10.17066/tpdrd.1051383

Abstract

Fractions have great importance for primary students in mathematics education and are one of the most problematic concepts they encounter in their school life. This research study aimed to examine the effectiveness of a game-based app (Slice Fractions) to help students to develop their academic performance and self-efficacy in fraction skills during distance education. A total of 142 fourth grade students from eight different classes participated to the study. A quasi-experimental method was used to assess the impact of the Slice Fractions game on student learning and self-efficacy of the concept of fractions in the fourth-grade math course. The self-efficacy scale and the diagnose test for fractions were applied to the fourth-grade students. The results showed that the students in the game group had significantly better learning performance in fractions than students in the non-game group. Similarly, the students in the game group had significantly better self-efficacy in fractions than students in the non-game group.

References

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  • Alacaci, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları [Students’misconceptions about fractions]. In E. Bingölbali, & M. F. Özmantar (Eds.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm öneriler [Mathematical difficulties encountered in primary education and Suggestions]. Ankara: PegemA.
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  • Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113(3), 447–455. https://doi.org/10.1016/j.jecp.2012.06.004.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Berch, D. B., & Mazzocco, M. M. (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Brookes Publishing Company.
  • Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17-28. https://doi.org/10.1016/j.tsc.2016.02.001
  • Brousseau, G., Brousseau, N., & Warfield, V. (2004). Rationals and decimals as required in the school curriculum. Part 1: rationals as measurements. The Journal of Mathematical Behavior, 23(1), 1–20. https://doi.org/10.1016/j.jmathb.2003.12.001
  • Bruce, C. D., & Ross, J. (2009). Conditions for effective use of interactive online learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology, 3(1). https://php.radford.edu/~ejmt/deliverAbstract.php?paperID=eJMT_v3n1p2
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  • Charalambous C. Y., & Pitta-Pantazi, D. P. (2005). Revisiting a theoretical model on fractions: Implications for teaching and research. In Chick, H.L. and Vincent, J. L. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol 2), pp. 233 – 240.
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  • Cramer, K., & Whitney, S. (2010). Learning rational number concepts and skills in elementary school classrooms. In D. V. Lambdin & F. K. Lester, Jr. (Eds.), Teaching and learning mathe¬matics: Translating research for elementary school teachers (pp. 15–22). Reston, VA: NCTM.
  • Cramer, K., Wyberg, T., & Leavitt, S. (2008). The role of representations in fraction addition and subtraction. Mathematics Teaching in The Middle School, 13(8), 490-496. https://doi.org/10.5951/MTMS.13.8.0490
  • Cyr, S., Charland, P., Riopel, M., & Bruyère, M.H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5-29. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/183506/
  • Cyr, S., Charland, P., Riopel, M., & Bruyère, M.-H. (2019). Integrating a game design model in a serious video game for learning fractions in mathematics. Journal of Computers in Mathematics and Science Teaching, 38(1), 5–29. https://www.learntechlib.org/primary/p/183506/
  • DeWolf, M., Bassok, M., & Holyoak, K. J. (2015). Conceptual structure and the procedural affordances of rational numbers: Relational reasoning with fractions and decimals. Journal of Experimental Psychology: General, 144(1), 127–150. https://doi.org/10.1037/xge0000034
  • Dickson, L., Brown, M., & Gibson, O. (1993). Children learning mathematics: A teachers guide to recent research. London: Schools Council Publications.
  • Eroğlu, D., Camcı, F., & Tanışlı, D. (2019). Hypothetical learning trajectory to the development of sixth grade students’ knowledge about fractions and addition-subtraction in fractions. PAU Journal of Education, 45, 116-143. https://doi.org/10.9779/PUJE.2018.225
  • Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: Effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104. https://doi.org/10.1007/s40692-015-0048-8
  • Gabriel, F. C., Coché, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2013). A componential view of children’s difficulties in learning fractions. Frontiers in psychology, 4, 715. https://doi.org/10.3389/fpsyg.2013.00715
  • Haser, Ç., & Ubuz, B. (2003). Student’s conception of fractions: a study of 5th grade students. Hacettepe University Journal of Faculty of Education, 24(24), 64-69. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/909-published.pdf
  • Hecht, S. A., & Vagi, K. J. (2012). Patterns of strengths and weaknesses in children’s knowledge about fractions. Journal of Experimental Child Psychology, 111(2), 212-222. https://doi.org/10.1016/j.jecp.2011.08.012
  • Hecht, S. A., Vagi, K. J., & Torgesen, J. K. (2007). Fraction skills and proportional reasoning. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is mathematics so hard for some children? The nature and origins of mathematics learning difficulties and disabilities (pp.121–132). Baltimore, MD: Paul H. Brookes.
  • Hung, C. M., Huang, I., & Hwang G. J. (2014). Effects of digital game-based learning on students’ selfefficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8
  • İpek, A.S., Işık, C., & Albayrak, M. (2005). Conceptual performance of prospective primary teachers on operations with fractions. Kazım Karabekir Eğitim Fakültesi Dergisi, 1, 537-547. https://dergipark.org.tr/tr/download/article-file/31446
  • Jones, J. C. (2012). Visualizing elementary and middle school mathematics methods. USA: John Wiley & Sons.
  • Kauchak, D., P. ve Eggen, P., D. (1998). Learning and teaching. Third Edition. Boston: Allyn and Bacon.
  • Kerslake, D. (1986). Fractions: Children’s strategies and errors. A report of the strategies and errors in secondary mathematics project. Windsor, Berkshire, England: NFER – NELS.
  • Lamon, S. J. (2012). Teaching fractions and ratios for understanding: Essential knowledge and instructional strategies for teachers. New York: Routledge/Taylor & Francis Group.
  • Lee, Y. L. (2010). Enhancement of Fractions from Playing a Game. New Zealand mathematics magazine, 47(1), 30-40. www.merga.net.au/documents/Lee_RP09.pdf.
  • Leung I. K. C., & Carbone R. E. (2013). Pre-service teachers’ knowledge about fraction division reflected through problem posing. The Mathematics Educator, 14(1-2), 80-92. https://repository.eduhk.hk/en/publications/pre-service-teachers-knowledge-about-fraction-divisions-reflected-5
  • Long, C. T., DeTemple, D. W., & Millman, R. S. (2015). Mathematical reasoning for elementary teachers (7th. Edition). UK: Pearson Education Limited.
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Details

Primary Language English
Subjects Psychology
Journal Section Makaleler
Authors

Metin BEŞALTI
ARTVİN ÇORUH ÜNİVERSİTESİ
0000-0001-5569-0027
Türkiye


Ümit KUL This is me
ARTVİN ÇORUH ÜNİVERSİTESİ
Türkiye

Early Pub Date December 30, 2021
Publication Date December 31, 2021
Published in Issue Year 2021, Volume 11, Issue 63

Cite

APA Beşaltı, M. & Kul, Ü. (2021). Effects of a Game-Based app on Primary Students’ Self Efficacy and Achievements in Learning Fractions During Distance Education . Turkish Psychological Counseling and Guidance Journal , 11 (63) , 505-520 . DOI: 10.17066/tpdrd.1051383