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

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

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