Investigation of active learning approachs' effect on the teaching of rational numbers of 7th grades mathematics lesson ın the context of academic success, attitude and retention levels

The aim of this study was to determine the effect of mathematics teaching with active learning approach on students' academic achievement, attitude towards mathematics, and to determine the effect of the persistence of learned knowledge and students' views about active learning approach. Mixed method has been preferred for this study in which used more than one data collection method and the methods of analysis. Quasi-experimental research method has been used in this research. The study group of the research consisted of 7 students (A and B branches) with 24 students studying in a secondary school affiliated to the Ministry of National Education in Sivas in the 2017-2018 academic year. 7/A branch was determined as experimental group, furthermore 7/B branch was determined as control group. The math attitude scale as pre-test and final test was applied to both the experimental and the control groups. Finally, both the achievement test and the retention test consisting of similar questions were applied to both groups 4 weeks after the end of the application. The application lasted a total of 33 hours (7 weeks). During 33 lesson hours, mathematics education was conducted with the students in the experimental group by using the active learning approach. In the control group, traditional teaching methods continuedto be used. As a result of the research, it has been determined that the achievement of students with active learning approach in teaching rational numbers is increased more than traditional teaching method. There was no statistically significant difference between the retention test results after the end of the application. There was no statistically significant difference between the results of retention test after the application. According to the results obtained from the attitude scale applied to both groups before the study, it was determined that the attitudes of the students towards mathematics were similar in general before the application, while it was determined that the attitudes towards mathematics of the group that was taught with active learning approach were different. This difference after active learning approach was found to be statistically significant. In the scope of the study, when the active learning method was applied, it was determined that the students in the group applied an active learning approach as a student-centered, collaborative approach that provides active participation and active learning, improves critical and creative thinking. This group of students have tried to explain the active learning approach often entertaining, making the teacher more understanding, making the lesson endearing and not boring, self-confidence. After the study, it was concluded that active learning method enables students to see themselves as more motivated, self-confident and believing that they will be successful. It was also determined that they realized why they learned the mathematical knowledge they learned. It was determined that the most difficult situations for students to process mathematics lessons with the active learning approach were the problems caused by the classroom environment, the lack of attention and not working with the group. Moreover, according to the data obtained from the questionnaire forms applied to the experimental group students, the majority of the students used positive expressions about the active learning approach. Key words:Mathematic Teaching, Active Learning Approach, Academic Achievement, Retention, Attitude