The effect of orienteering activities on problem-solving skills of 4th grade students

The aim of this study is to determine problem-solving skills of 4th grade students within scope of orienteering activities with mixed method. This study was carried out in a public school located in Black Sea region. Embedded mixed methods research design was used in this study. Quasi-experimental design was used in quantitative dimension of study and case study was used in qualitative dimension. Sample of this study was first determined by convenience sampling method, then experimental (21 students) and control (27 students) groups were assigned to the groups with simple random sampling method, finally experimental group students were divided into groups of five students using the criterion sampling method. In this study quantitative (problem solving achievement test) and qualitative (problem solving activities, problem solving paper, audio and video recordings, metaphor examination) data collection tools were used together. Comparison of academic achievements of experimental and control groups was performed by using Wilcoxon Signed Rank Test and Mann-Whitney U Test. Students of experimental group participated in 4 different orienteering courses and solved 3 perimeter and area measurement problems focused on orienteering in each course. Performances of students during activities were analyzed by descriptive analysis method using analytical rubric according to the problem-solving stages defined by Pólya (1973). The opinions of experimental group students regarding orienteering-based problem-solving activities were obtained by metaphor examination method after activities and data were examined by descriptive analysis method by holding to themes of positive and negative opinions. Results of the study shows that there is a significant difference between post-test scores of experimental and control group students. While data obtained during-after activity pointed out that orienteering was described as fun, exciting, amazing by students; it was concluded that this situation had an effect on their post-test achievements. It was determined that the students generally successfully identified defined and undefined data in the problem texts, and mostly used the strategy of writing a mathematical sentence during planning phase. It was determined that groups had difficulties in expressing the problem in their own words and in stages of looking back, and that students evaluated problem-solving process as performing mathematical operations. It was determined that groups performed successfully during orienteering activities also had high post test scores.