The role of learning activities based on logic problems on fourth grade students' achievement emotions and mathematics achievement

This study aimed to examine the role of learning activities based on logic problems on fourth grade students' emotions of mathematics achievement and mathematics achievement. The learning activities applied in mathematics lessons were prepared according to the 4th grade time measurement sub-learning area outcomes. Embedded design, one of the mixed method designs in which quantitative and qualitative methods are used together, was used in the study. In the quantitative dimension of the research, a single group pretest-posttest design was used, while in the qualitative dimension of the research, a holistic single case pattern, one of the case study designs, was used. In this study, quantitative and qualitative data were collected from the same study group which consists of 24 students studying in the fourth grade of a private school in the town of Serdivan in Sakarya in the spring semester of the 2018-2019 academic year. In the data collection process, quantitative and qualitative data collection tools were used in accordance with the embedded design. "The Achievement Emotions Questionnaire for Pre-Adolescents (AEQ-PA)" and "Time Problems Achievement Test" were used as quantitative data collection tools. Student opinion form, self-assessment form and researcher diary were used as qualitative data collection tools. For the analysis of the quantitative data of the study, the data was checked whether it is normally distributed or not, and t-test and Wilcoxon signed rank test were used for the related samples according to the distribution. Content analysis was carried out in the analysis of qualitative data. As a result of the research, with the implementation of learning activities based on logic problems in mathematics lesson, statistically significant changes in the positive direction were found in the students' emotion of achievement towards mathematics, except for anger. In addition, it has been concluded that the implementation of learning activities based on logic problems has an effect on increasing the achievement test scores of the students' time measurement sub-learning domain outcomes. When the thoughts and emotions of students about solving logic problems are examined; It is seen that they think that solving logic problems contributes to them in many ways and they have positive emotions about solving logic problems. Keywords: Logic problems, achievement emotions, math achievement