The effect of activities prepared with visualization method on student achievement and attitudes towards mathematics lesson

The purpose of this research is to examine the effect of teaching mathematics measurement learning field subjects with activi based on visualization method on students' academic achievement and attitudes towards mathematics lesson. Experimental design research model with pretest-posttest control group, which is one of the quantitative research methods, was used in the research. The study group of the research was selected using simple random sampling method. The study group consists of 29 students in the control group and 30 students in the experimental group, a Toplam of 59 students. The research was carried out in a public school in Afyonkarahisar in the second term of the 2021-2022 academic year. After determining the achievements of the measurement learning field, teaching was carried out with activi suitable for visualization to be used by the experimental group students and prepared by taking into account the expert opinions. The control group students were taught with the methods found in the 4th grade mathematics curriculum. As a data collection tool in the research, the 35-question "Assessment Achievement Test" developed by the researcher and the "Mathematics Attitude Scale", which was shortened and rearranged by Hacıömeroğlu (2017) in order to examine the change in attitudes towards the mathematics lesson, were used as pre-test and post-test. Mann Whitney U Test and Wilcoxon Signed Rank Test were used in the data analysis of the research. Data were collected by pre-testing before the application and post-testing after the application. The application process took 6 weeks. The subjects covered in the teaching process were limited to measuring length, measuring circumference, measuring area and weighing, respectively. When the pre-test and post-test results of the students were examined, it was seen that the academic success of both groups in measurement subjects increased. There was a statistically significant difference between the academic achievements of the experimental group students who were taught with visualization and the control group students who were taught with the methods found in the MEB mathematics curriculum. When the attitudes of the experimental and control groups towards the mathematics lesson were examined, no statistically significant difference was observed between the two groups.