The effect of educational game method on learning religious expressions in religious culture and moral knowledge course

The aim of this study is to examine the effect of the educational game method related to the Classroom Religious Culture and Moral Knowledge course on the academic achievement levels of the students. The study uses qualitative and quantitative data collection methods together. Course it was carried out with a mixed method. In the quantitative dimension of the study, an achievement test (pre-test-post-test) was applied to determine the effect of educational games on students' achievement. In the qualitative dimension, interview form data were used to convey the students' experiences about the educational game method. The study group of the research consists of a total of 54 students studying in the 4th grade of a primary school in Gebze district of Kocaeli province in the 2023-2024 academic year. Educational game method was applied to 27 students in the experimental group; Traditional teacher-cantered method was applied to 27 students in the control group. Achievement test and semi-structured interview form were used as data collection tools. The quantitative data obtained were evaluated in the SPSS 24 statistical package program; Dependent and independent sample t-test was used. Descriptive analysis method was used for qualitative data. According to the findings obtained at the end of the application, it was concluded that the two methods applied for the 4th grade Religious Culture and Moral Knowledge course had similar effects. In the semi-structured interview forms, it was concluded that the students in the experimental group participated in the lesson more actively, created an environment that provided social interaction, participated in the lesson more willingly and enjoyed the learning process. Based on these results, educational games should be preferred as a supplementary method in Religious Culture and Moral Knowledge courses because they engage students and create a more enjoyable learning environment. In this context, educational games should be implemented within the teaching process, not limited to a mere technique, but rather integrated into the overall course plan in a balanced manner. Similar practices can be supported by studies conducted at different levels.