The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

Autor/in	Ilhan, Aziz
Titel	The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions
Quelle	In: SAGE Open, 11 (2021) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ilhan, Aziz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211003567
Schlagwörter	Game Based Learning; Mathematical Models; Cooperative Learning; Mathematics Achievement; Mathematics Skills; Student Motivation; Visual Literacy; Visual Perception; Spatial Ability; Mathematics Instruction; Instructional Effectiveness; Geometry; Student Attitudes; Elementary School Students; Children; Grade 3; Recreational Activities; Historic Sites; Foreign Countries; Public Schools; Turkey + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Kooperatives Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Schulische Motivation; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Geometrie; Schülerverhalten; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; Freizeitgestaltung; Historische Stätte; Ausland; Public school; Öffentliche Schule; Türkei
Abstract	The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups. [The research in this article was presented at the International Social Sciences and Education Conference, November 14-17, 2018, in Diyarbakir, Turkey.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01