The effect of 6th grades factors and multiples which is proceeded with STEM approach to student's accusations

This study was carried out in the experimental model and aims to examine the effect of ‎the STEM approach on teaching 6th-grade Mathematics Course, multipliers and ‎factors.With the purposeful sampling method, 34 students, 12 girls and 22 boys were ‎selected from the 6th-grade students studying in Cumhuriyet YİBO from boarding ‎primary schools in Tuzluca district of Igdır province and the study was carried out with ‎these groups.‎ The implementation process of the study took 10 weeks.In the application process, while ‎the subject of multiplier and multiples was taught with the STEM approach with the ‎experimental group students, the same subject was taught to the control group by ‎mathematics teachers according to the instructional methods and techniques in the ‎curriculum.The researcher had no effect on the control group students.‎ At the beginning of the application process, the first application (pretest) of the ‎achievement test was made to both experimental and control group students.In the ‎following 10 weeks, the activities envisaged in the research were carried out in the ‎experimental and control groups.At the end of the tenth week, the second application ‎‎(posttest) of the achievement test was made to both groups.‎ In the study, the following results were reached: Experimental and control groups ‎obtained a higher mean than the posttest compared to the pretest, the experimental ‎group students obtained a higher average in the posttest than the control group ‎students.This finding shows that the experimental process was successful.Besides, it ‎was observed that female students participating in the study received higher averages ‎from male students in both pretest and posttest.Female students performed better than ‎boys during the study. The topics and activities covered with the STEM approach help ‎students to understand the mathematics lesson better, to make the lesson more ‎enjoyable, to increase the success of the mathematics lesson, to make mathematics more ‎interesting, to increase the permanence level of the subjects, to decrease prejudices ‎towards mathematics and to increase the students' prejudices.‎