Investigation of the effects of mind and intelligence games on primary school students' problem-solving skillsskills

The purpose of the study was to examine the effects of playing mind and intelligence games on the problem-solving skills of third- and fourth-grade elementary school students. The research was conducted using an explanatory sequential mixed methods design using both quantitative and qualitative data. In the quantitative dimension, the "Problem-Solving Skills Scale," developed by Serin (2010), was used to determine the students' problem-solving skills. The study also employed the "Observation Form - Problem-Solving Skills" to examine students' problem-solving behaviors in the classroom. The research was designed using a 2x2 quasi-experimental design, with pre-tests and post-tests, with experimental and control groups. The study group consisted of third and fourth grade students attending a private primary school in the Muratpaşa district of Antalya during the 2023-2024 academic year. The study group consisted of a total of 38 primary school students, 19 experimental and 19 control. The students in the experimental group participated in mind and intelligence game activities for 10 weeks, two lesson hours per week. The experimental process activities were completed for 10 weeks, two lesson hours per week, totaling 20 hours. As a result of the research, data were obtained using quantitative methods. When analyzing the quantitative data obtained, the Mann-Whitney U Test and the Wilcoxan Signed Rank Test were used to calculate the values related to the variables. The study found a significant difference between the pretest and posttest in the experimental group, while no significant difference was observed between the pretest and posttest in the control group. Qualitative findings revealed that students in the experimental group exhibited more positive behaviors, particularly in areas such as calmly addressing problems, generating practical solutions, empathy, communication skills, and collaboration. Students were observed to maintain composure during the game, develop strategic solutions, demonstrate empathy, and actively participate in group work. When quantitative and qualitative data were evaluated together, it was concluded that mind and intelligence games improved students' problem-solving skills not only at the cognitive level but also from a social-emotional perspective.