The effect of planning, implementation and evaluation of seventh grade rational numbers unit according to 5E learning model on students attitudes towards academic achievement and mathematics course

This study is based on the 5e learning model of teaching activities in secondary school 7. it was designed to examine the impact of classroom students on their academic achievement in rational numbers and their attitudes towards the course. The application was made at Bakırca Secondary School in Yavuzeli District of Gaziantep province in the 2018-2019 academic year. Study 7.a total of 34 students participated, including an equal number of students in the pilot and experimental study class. Classes continued for 7 weeks (35 hours). The lessons for the Pilot study class were processed with the teaching plan based on the 5e learning model, the researcher's in-class observations and the math logs kept by the 5 students in the pilot study class were examined and the deficiencies in the plan were corrected. The course plan based on the 5e learning model was applied to the experimental group. 5 students who were selected from the experimental group were printed their math diary and their views on the teaching were examined. Qualitative and quantitative research methods were used in this study. The rational numbers academic achievement test, which was developed by the researcher with expert opinion and whose content was created by scanning TIMSS and PISA questions, was tested at another school before the application and the reliability of the questions was found appropriate and used in the study. In order to determine the students ' attitudes towards mathematics, the attitude scale for the mathematics course was applied as pre-test-final test. The results of the study showed that the final test scores of the students in the experimental group were significantly higher than the pre-test scores. The study concluded that the courses planned according to the 5e learning model had a significant impact on the students ' academic success in rational numbers. There was no significant increase in students ' attitudes towards mathematics. It was observed that the students ' interest, motivation and participation in the lesson increased and the lessons became more fun.