The effect of EBA supported secondary equations teaching on success, motivation and learning strategies

This research examines whether EBA-supported instructional environments significantly affect students' academic achievement, motivation levels, and learning strategies in the "Second Degree Equations" topic in the 10th-grade mathematics class. The study uses a quantitative method with a pretest-posttest control group quasi-experimental design. The study group consists of a total of 59 10th-grade mathematics students from a Project High School located in the central district of a province in the Western region of the Black Sea. The students were administered an Achievement Test and a "Motivation and Learning Strategies Scale" for the mathematics course. Descriptive statistics, Paired Samples Test, Kruskal Wallis Test, t-Test, Kolmogorov-Smirnov Test, and Correlation Analysis methods were used in the data analysis. The research results indicate no significant difference in academic achievement between the experimental group receiving EBA-supported education and the control group receiving traditional instruction (t=-0,016, p<0,987). The post-test scores of the Motivation Scale for the experimental and control groups are not significantly different (t=1,594, p<0,117). However, the post-test scores of the Learning Strategies Scale for the experimental and control groups are significantly different in favor of the experimental group (t=2,639, p<0,05). Academic achievement scores were found to have a weak but significant positive relationship with the Motivation Scale (r=0,329, p<0,05) and the Learning Strategies Scale (r=0,284, p<0,05). KEYWORDS:Achievement, Motivation, Learning Strategies Skill, EBA