A study over the problem solving ability of 11-12 years old children regularly playing educational games

In this study, in which problem solving ability of 11-12years old children regularly playing educational games is being studied, pre-test, post-test and educational design with a control group were used . Children at the age of 11-12 constitute the universe of the study and a randomly chosen experiment group of 30 and control group of 30, who study in Kırşehir, constitute the sample of the study. The data were gathered by using Problem Solving Inventory for Children (PSIC). In the result of the factor analysis of the inventory, the Cronbach reliability coefficient was determined as 0.80, which consists of Relying on the ability of problem solving (12 articles), Self-control (7 articles) and Avoiding (5 articles) in total 3 factors and 24 articles. Experiment Group educational game program was carried out as at least 5 games a day (in average 90 minutes), three times a week during 10 weeks in addition to the students? physical education activities. Games were chosen under the control of field expert people by taking into consideration the age groups of the students. On the other hand, control group students continued their usual physical education class activities. In the analysis of the data, SPSS 16.00 (Statistic Packets For Social Sciences) program was used. First of all, the convenience of the data for normal distribution was examined to determine the analysis method. The convenience was determined with single sample Kolmogorov-Smirnov Test. It was figured out that the distribution of the data was inconvenient for normal distribution at a level of %5 meaningfulness for all the groups. For this reason, of the analysis methods which are not parametric, Mann Whitney- U test and Wilcoxon Marked Ordinal Numbers Test were used in the analysis of the data. When examining the acquired the data: In order to test the difference between control group pre-test and post-test results, Wilcoxon Marked Ordinal Numbers Test was used. A statistically meaningful difference could not be found in the Relying on problem solving ability base dimension (44,666+9,049 ? 45,666+7,684) p = 0,342 > 0,05, Self-control base dimension (25,466+4,932 ? 25,633+5,088) p = 0,970 > 0,05 and Avoiding base dimension (20,000+3,571 ? 19,966+3,232) p = 0,116 > 0,05. In order to test the difference between experiment group pre-test and post-test results, Wilcoxon Marked Ordinal Numbers Test was used. A statistically meaningful difference was found in the Relying on problem solving ability base dimension (47,900+7,354 ? 50,666+6,909 ) p = 0,042 < 0,05, Self-control base dimension (25,366+5,429 ? 28,933+5,165) p = 0,00* < 0,05. However, in the Avoiding base dimension (19,666+4,365 ? 21,100+4,229) p = 0,121 > 0,05, a statistically meaningful difference could not be found. In order to test the difference between pre-test results of control and experiment group, Mann Whitney-U Test was used. A statistically meaningful difference could not be found in the Relying on problem solving ability base dimension (44,666+9,049 ? 47,900+7,354) p = 0,153 > 0,05, Self-control base dimension (25,466+4,932 ? 25,366+5,426) p = 0,894 > 0,05 and Avoiding base dimension (21,000+3,571 ? 19,666+4,365) p = 0,291 > 0,05. In order to test the difference between post-test results of control and experiment group, Mann Whitney-U Test was used. A statistically meaningful difference was found in the Relying on problem solving ability base dimension (25,633+5,088 ? 28,933+5,165) p = 0,016 < 0,05, Self-control base dimension (25,466+4,932 ? 25,366+5,426) p = 0,894 > 0,05. However, in the Avoiding base dimension a statistically meaningful difference could not be found. In conclusion, as a result of the game program applied to the experiment group during 10 weeks, it was detected that there was a meaningful difference in the ability of problem solving according to the control group students. The result that the effects of educational games over the ability of problem solving do not change according to age and sex was found while analysing the outputs. Under the light of these findings, it can be said that educational games improve the ability of problem solving regardless of age and sex factors. Keywords: Educational games, problem solving.