The Effect of Traditional Child Games on Fifth-Grade Students' Attitudes Related to Geometry

Yıl 2023, Sayı: 24, 45 - 51, 28.10.2023

Ali Osman Engin , Filiz Dündar , Mustafa Çağrı Engin

https://doi.org/10.30786/jef.1252643

Öz

This study aims to define whether geometry teaching was carried out with the help of traditional children's games for middle school 5th-grade students. In other words, it was tried to understand if it affected students' attitudes towards geometry while keeping traditional children's games alive and their importance in general education and teaching activities. This study was quantitative, and "a pretest-posttest quasi-experimental design with paired control group" was used. The results were handed with the "Attitude Scale Towards Geometry" in the 2021 and 2022 education year. The scale was developed by Ozmen (2019), and while operating this scale, Ozmen benefited from Bindak's (2004) "examination of students' attitudes and behaviors towards geometry." The study group of the research was composed of 42 5th-grade students in total in two classes, including 21 students each. They had education at a state secondary school in the Nusaybin district of Mardin. One of these classes was defined as the experimental group, and the other one as the control group. In the experimental group of the research, the geometry subject of measuring area and length was handled with 5 traditional children's games, and the same subject was taught by using traditional/old methods in the control group. Dependent and independent t-test was used to reveal if the application to the experimental group significantly affected students' attitudes toward geometry. According to the t-tests' result, it may be said that the use of traditional and cultural children's games used in the experimental group developed academic success more than the control group in which the traditional/old methods were used. So, it can be thought that using traditional and cultural child games in geometry lessons developed students' academic success.

Keywords: Traditional child games, Attitude, Game, Geometry.

Anahtar Kelimeler

Tradition, Child game, Geometry

Kaynakça

• Aksoy, N. C. (2010). The effect of game-supported mathematics teaching on the development of elementary school 6th grade students' success, achievement motivation, self-efficacy and attitudes about fractions. (Unpublished Master's Thesis). Gazi University, Institute of Educational Sciences, Ankara.
• Altunay, B. (2004). The effect of game-supported mathematics teaching on student achievement and retention. (Unpublished Master's Thesis). Gazi University, Institute of Educational Sciences, Ankara.
• Arslan, O. (2012). Investigation of primary school mathematics teacher candidates' beliefs and self-efficacy perceptions regarding the use of origami in mathematics education. (Unpublished Master's Thesis). Middle East Technical University, Institute of Social Sciences, Ankara.
• Bindak, R. (2004). Geometry attitude scale reliability validity study and an application. (Unpublished PhD Thesis). Dicle University, Institute of Science and Technology, Diyarbakır.
• Boakes, N. (2008). Origami-mathematics lessons: Paper folding as a teaching tool. Mathidues, 1(1), 1-9. Retrieved from. https://www.fau.edu/education/ centersandprograms/ mathitudes/documents/20080901bMathitudesOct08revisionFinalVersionforpublicationOct242008.pdf.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods] (14th Ed.). Ankara.
• Denli, M. (2021). Oyunlarla matematik öğretiminin tam sayılar konusunda ortaokul 7. sınıf öğrencilerinin matematik başarısına etkisi [The effect of teaching mathematics through games on the mathematics achievement of 7th grade secondary school students on integers]. (Unpublished Master's Thesis). Gazi University, Institute of Educational Sciences, Ankara.
• Demir, M. R. (2016). Farklı oyun türlerine dayalı matematik öğretiminin 1. sınıf öğrencilerinin erişi ve kalıcılık düzeylerine etkisi. [The effect of mathematics teaching based on different game types on the achievement and retention levels of 1st grade students.]. (Unpublished PhD Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
• Developing, A. (2017). A teaching experiment on using origami and nonverbal proofs in teaching triangles in 9th grade.
• Dundar, B. (2022). The effect of teaching with origami games on success in measuring 5th grade area and length. (Unpublished Master's Thesis). Ataturk University, Institute of Educational Sciences, Erzurum.
• Duatepe-Paksu, A. (2013). Geometry Readiness, Thinking Levels, Self-Efficacy and Attitudes towards Geometry of Primary Teacher Candidates. Pamukkale University Faculty of Education Journal, 33(33), 203-218. doi: 10.9779/PUJE585.
• Galiç, S. (2020). Oyun ögeleri ile zenginleştirilmiş matematik etkinliklerinin öğrencilerin başarı, tutum ve motivasyonları üzerine etkisinin incelenmesi. [Examining the effect of mathematical activities enriched with game elements on students' achievement, attitude and motivation.]. ( Unpublished Master's Thesis). Hacettepe University, Institute of Educational Sciences, Ankara.
• Güneş, G. (2010). İlköğretim ikinci kademe matematik öğretiminde oyun ve etkinliklerin kullanımına ilişkin öğretmen görüşleri (Kars ili örneği). [Teacher opinions on the use of games and activities in secondary school mathematics teaching (Kars province example)]. (Unpublished Master's Thesis). Kafkas University, Institute of Social Sciences, Kars.
• Hoşgör, A. (2010). İlköğretim 1. sınıf öğretmenlerinin matematik derslerinde oyun etkinliklerinin kullanımına ilişkin görüşleri. [First grade primary school teacher’s opinion about using game activities in mathematic courses]. (Unpublished Master's Thesis). Çukurova University, Institute of Social Sciences, Adana.
• Kaba, Y., Boğazlıyan, D., & Daymaz, B. (2016). Attitudes and self-efficacy of middle school students towards geometry. The Journal of Academic Social Science Studies, 52(Winter-I), 335-350. doi: 10.9761/JASSS3727.
• Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers and Education, 55(2), 427-443.
• Kılıç, A. Z. (2010). İlköğretim 1. sınıf matematik dersindeki işlem becerilerinin kazandırılmasında oyunla öğretimin başarıya etkisi [The effect of teaching with games on success in gaining operational skills in primary school 1st grade mathematics course]. (Unpublished Master's Thesis). Celal Bayar University, Institute of Social Sciences, Manisa.
• Kandil, S. (2016). Investigation of the effect of inquiry-based teaching enriched with origami activities on secondary school seventh grade students' achievement in reflection symmetry, their attitudes towards geometry course and their self-efficacy perceptions towards geometry. (Unpublished Master's Thesis). Middle East Technical University, Institute of Social Sciences, Ankara.
• Krier, J. L. (2007). Mathematics and origami. the ancient arts unit. Retrieved from, https://fliphtml5.com/nwht/wwea.
• MEB Starts Mathematics Mobilization. (2022, 2 March). Retrieved from, https://www.meb.gov.tr/meb-matematik-seferberligi-baslatiyor/haber/25386/tr.
• Ministry of Education. (MEB). (2018). Mathematics Course (Primary and Secondary School 1, 2, 3, 4, 5, 6, 7 and 8th Grades) Curriculum. Ankara: MEB Publications.
• Özdişçi, S. & Katrancı, Y. (2019). Developing an attitude scale towards geometry at secondary school level. Kastamonu Journal of Education, 27(4), 1563-1573. doi: 10.24106/kefdergi.3152.
• Özmen, H., & Karamustafaoğlu, O. (Edt.)(2019) Research Methods in Education. (2nd Edition). Pegem Academy, Ankara.
• Sakamoto A. Video game use and the development of sociocognitive abilities in children: Three surveys of elementary school students. J Appl Soc Psychol. 1994; 24(1), 21–42.
• Songur, A. (2006). The effect of learning the subject of letter expressions and equations through games and puzzles on students' mathematics achievement levels. (Unpublished Master's Thesis). Marmara University, Istanbul.
• Sormaz, F. & Yüksel, H. (2012). Değişen çocukluk, oyun ve oyuncağın endüstrileşmesi ve tüketim kültürü. [Changing childhood, industrialization of games and toys and consumer culture]. Gaziantep University Journal of Social Sciences, 11(3), 985- 1008.
• Struchens, M. E., Harris, K. A., & Martin, W. G. (2001). Assesing geometric and measurement understanding using manipulations. Mathematics Teaching in Middle School, 6(7), 402-405. doi: 10.5951/MTMS.6.7.0402.
• Takacak, M. (2012). The effect of origami activities on the academic achievement of 8th grade students in the triangle unit and their attitudes towards geometry. (Unpublished Master's Thesis). Kastamonu University, Institute of Science and Technology, Kastamonu.
• Toker, S. & Baturay, M. H. (2016). Antecedents and consequences of game addiction. Computers in Human Behavior, 55, 668-679.
• Tugrul, B. & Kavici, M. (2002). The art of folding paper and learning. Pamukkale University Journal of Education Faculty, 1(11), 1-17. Retrieved from, https://dergipark.org.tr/tr/pub/pauefd/issue/11132/133137.
• Tural, H. (2005). İlköğretim matematik öğretiminde oyun ve etkinliklerle öğretimin erişi ve tutuma etkisi. [The effect of teaching with games and activities on achievement and attitude in primary school mathematics teaching]. (Unpublished Master's Thesis). Dokuz Eylül University, Institute of Educational Sciences, İzmir.
• Uğurel, I. &Moralı, S. (2008). Matematik ve oyun etkileşimi [Mathematics and game interaction]. Journal of Gazi Educational Faculty, 28(3), 75-98.
• Ünlü, M. & Ertekin, E. (2018). A study of developing a belief scale for geometry for middle school students. Kastamonu Journal of Education, 26(1), 39-48. doi: 10.24106/kefdergi.346334.