The effect of 5E model enriched with coding on 4th grade mathematics achievement, permanence and attitude

The aim of this study is to investigate the effect of 5E Enriched with Coding Model on 4th grade mathematics achievements, persistence at learning and attitude towards mathematics considering the triangular, square and rectangular sub-learning of mathematics. The study was conducted in a state primary school affiliated to the Ministry of National Education in Isparta city center in the nine-week period in 2018-2019 academic year. The research was carried out in two main stages: the preparatory phase and the actual implementation phase. In the preparatory stage of the study, one group pre-test and post-test research design was used, and 60 students from two different classes formed the study group. In the second stage, the main application stage, quasi-experimental design with pre-test and post-test control groups was used. At this stage, 60 students from the two classes that participated in the preparatory phase constitute the experimental group and 59 students from other two classes formed the control group employed. Throughout the research, mathematics achievement test, mathematics attitude scale, Scratch achievement test and Scratch self-efficacy scale were used as data collection tools. During the preparatory phase, Scratch and Coding Training was given in a threeweek period in order to improve the academic competence of the experimental group students and teachers on Scratch and Coding. Scratch Achievement Test and Scratch Self-Efficacy Scale were applied to the students as pre-test and post-test at the beginning and end of the treatment and the effect of the treatment was examined. The data obtained were analyzed with dependent group t-tests and the results showed that the training provided statistically significant differences between the experimental group students' Scratch achievement and Scratch self-efficacy. In the actual application stage, Mathematics Achievement Test and Mathematics Attitude Scale were applied to all groups as pre-test. Afterwards experimental group was treated with 5E Enriched with Coding Model and the control group was treated current teaching method teaching prepared by the Education Board of the Ministry of National Education The application was completed within a period of six weeks and then Mathematics Achievement Test and Mathematics Attitude Scale were re-applied simultaneously as a post test to all groups. During the application, the researcher participated in the experimental and control groups as observers. One month after the post test, Mathematics Achievement Test was applied to all groups again as a Retention Test to monitor the permanence of mathematics achievement. The obtained data were entered into MsExcel and statistical programs and the results were analyzed. To test the hypotheses, MANCOVA, ANCOVA and t test analyzes were performed respectively. MANCOVA results showed that KZ5E had a statistically significant effect on collective mathematics post-test and math retention test scores. There was no significant effect of gender and method*gender interaction on collective mathematics post-test and math retention test scores. ANCOVA results showed that the KZ5E model had a statistically significant difference in mathematics post-test scores of students, but not a significant effect on math retention test scores. The effects of the methods used on the students' attitudes towards mathematics course were examined with t tests. The results showed that while there was no statistically significant difference between the attitude pre- test scores at the beginning of the actual application phase, the attitude post test scores of the experimental group students differed statistically in favor of the experimental group. Key Words: Attitude, Elementary School Mathematics Teaching, Coding, Scratch, Self-Efficacy Constructivist Approach STEM, 5E Model, 21st Century Skills