The Effect of EBA (Educational Informatics Network) Supported Mathematics Teaching on Student Achievement and Attitude in 5th Grade Natural Numbers and Operations Unit

Harun Resit Vahit, Guler Tuluk


Instead of memorizing some rules, students can learn mathematics by structuring mathematical concepts and relations themselves in a social environment. In this study, it was aimed to examine the effect of 5th -grade students' mathematics teaching through teaching with EBA activities (lectures, exercises, scanning tests) on natural numbers, natural numbers, and operations on success and attitude in mathematics class. The experimental method was used in this research. A total of 138 fifth grade students, 72 experimental and 66 control group, participated in the study in a secondary school affiliated to a city center in the South East Anatolia region. The mathematics attitude scale and the mathematics achievement test developed by the researchers were used to collect data. There is no difference between the groups according to the mathematics pre-attitude scale. While the students in the control group were teaching by presentation, the experiment group was taught with EBA activities. The multiple-choice achievement test attitude scale related to the unit was applied before and after the application in the study, which lasted 38 lesson hours. The data obtained from the success test were evaluated using 3 X 2 repeated measures analysis of variance (ANOVA). The data obtained were analyzed with the SPSS 20.0 package program. Kolmogorov-Smirnov Z Test, Levene Test, and independent-sample t-test were used in the analysis of the data. At the end of the study, a significant difference in favor of the experimental group was found between the mathematics success and mathematics attitude posttest scores of the experimental group taught with EBA activities and the control group (t = 6.437; p = 0.013, <0.05).

Keywords: Teaching mathematics, EBA, 5th-grade students

DOI: 10.7176/JSTR/6-11-08

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ISSN (online) 2422-8702