The effects of diagnostic teaching methods on 9th grade students achievement in absolute value

iiiABSTRACTThe purpose of this study was to investigate the effects of DiagnosticTeaching Methods compared with the Traditional Teaching Methods on 9th gradestudents achievement in absolute value.To do this we collected 57 students from 9th grade part of high school whichis called ?Süper Lise? to construct an experimental and a control group. TheDiagnostic Teaching Method was applied to experimental group and TraditionalTeaching method was applied to control group by a researcher.In this research, we use pre-post test experimental research design. For thedetermining levels of readiness of students in both of groups; we developed a testincluding the topics such as operations on sets of numbers, order relation, simpleinequalities and statements which are expressed by letters. It was applied to both ofgroups. Consequently, it was observed that there was no significant differencebetween these two groups.The Conceptual and Procedural tests were developed and applied to studentsin order to evaluating students? knowledge about absolute value. In the beginnig ofabsolute value lessons, The Conceptual and Procedural tests were applied as pre-tests. According to scores of these tests, it is found that there was a significantdifference between these two groups. For the analysis of post-Conceptual test, pre-Conceptual test scores were covariated and it was found that there was a significantdifference between both of groups. For the analysis of post-Procedural test, pre-Conceptual test scores were covariated and it was found that there was no significantdifference between both of groups.After analysis of data, the result was found as following:The Diagnostic Teaching Method was developed the conceptual performanceof students and preserved procedural performance of students in Absolute Value.