Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2014
Student: NURİ CAN AKSOY
Supervisor: CENGİZ ÇİNAR
Abstract:The purpose of this study is to investigate the effects of digital game-based mathematics teaching method's on students' academic achievement, affective features towards mathematics (motivation, self-efficacy and attitudes) in the teaching of 6th grade level mathematics subjects. In this study we used mixed method researching. Our control group was pre-tested with the post-test serving as our experimental component. Mixed methods research is defined as the research that combines the researcher's qualitative and quantitative research techniques in a single study. According to this, the qualitative and quantitative data have been collected separately, analyzed separately and the data obtained data have been combined ultimately. Research has been carried out in two steps: the pilot and the actual application. The pilot application was carried out with 6th grade students (N = 20) studying at a school located in Bayburt City Centre connected to the National Education Ministry in the 2012-2013 Academic Year Spring Term. Moreover, scales were applied to 180 students in three different schools. The main application was carried out with 6th grade students (N = 40) studying at a school located in Bayburt City Centre connected to National Education Ministry in the 2013- 2014 Academic Year Autumn Term. In both terms, applications, lasting for fourteen weeks, were carried out using educational digital games over the internet. Educational games used in this period were evaluated as suitable for mathematics acquisition by the National Education Ministry 6th Grades Mathematics Teaching Programme. Before and after applications, different data collection devices were used in order to determine the academic achievement of students in mathematics and their affective features (motivation, self-efficacy and attitudes) towards mathematics. These are: a) the achievement test developed by the researchers, b) the motivation scale developed by Umay (2002a), c) the self-efficacy belief scale towards mathematics developed by Umay (2002b). Nonetheless, during and at the end of the application, the students expressed their opinions about the effectiveness of educational digital games in teaching mathematics. Experimental and control groups' pre-test results did not quantify as statistically significant. After a 14-week application, the difference of access has been seen significantly in favour of experimental group. With the repetition of scales at the end of application, the experimental groups' motivation towards mathematics and attitude scores towards it were statistically different when compared to the control group's scores. Although self-efficacy scores have been slightly higher in favour of the experimental group, it has been found that the difference between the average of scores is not statistically meaningful. Findings related to student opinions gathered through a survey method indicated that mathematics teaching applied by the way of educational digital games is effective and useful. However, some of the students had some health problems such as headaches and irritated eyes as a result of looking at the computer screen for an extended period of time. In light of these findings, suggestions towards teaching mathematics with educational digital games and suggestions for further scientific research have been outlined in the conclusion.