The effect of teaching algebrary expressions with educational games on sixth grade students' mathematics success and attitudes

The purpose of this research is to determine the effect of teaching algebraic expressions, which is a sub-area of algebra learning, to sixth-grade students using educational games in addition to current teaching program methods on their academic achievements and attitudes towards the lesson. The study group of the research consists of 31 sixth-grade students from two village middle schools located in the central district of Niğde province. In accordance with the aim of the study, both quantitative and qualitative research methods were used together in the research, and an explanatory sequential design was preferred among mixed research methods. While obtaining quantitative data, a quasi-experimental model with a non-equivalent control group pretest-posttest design was used. For this purpose, experimental and control groups were first formed. Prior to the application, a success test and an attitude scale were applied to both groups as a pretest. Then, while mathematics teaching was conducted with educational games in the experimental group, the control group was taught using the methods included in the current teaching program without any intervention. At the end of the application, a success test and an attitude scale were applied to both groups as a posttest. Qualitative data was obtained by taking the views of the students in the experimental group regarding the process after the application was completed. As the collected quantitative data showed a normal distribution, independent sample t-tests were used for group comparisons and dependent sample t-tests were used for comparisons within groups. Content analysis was used for the analysis of qualitative data. As a result of the research, it was found that mathematics teaching conducted with educational games created a significant difference in favor of the experimental group students in both their academic achievements in mathematics and their attitudes towards mathematics, in other words, it had a positive effect on the experimental group students. As a result of the views obtained from the students regarding the process, it was found that the students' views were positive, the use of educational games during the lesson aroused the students' interest, motivated them, increased their participation in the lesson, helped them understand the subject, and the students greatly enjoyed the process.