The effect of the 4MAT teaching model compatible with the whole brain model on the academic success of 8th grade students in probility topics with data analysis

The aim of this research is to investigate the effect of using the 4MAT teaching model in teaching probability subjects with data analysis on the academic success and permanence of 8th grade students. The sample of the study consists of students from three classes in two village secondary schools in the central district of a province in the southeast of Turkey. Two of these classes have 21 and one has 22. Two classes of 21 people are the experimental group and the other class is the control group. The research was carried out with a total of 64 students, 21 people in the Experimental 1 group, 21 people in the Experimental 2 group and 22 people in the Control group. While the achievement test and dominance inventory were created to obtain the quantitative data of the research, the student opinion form was prepared by the researcher for the collection of qualitative data. The results of the research were reached as a result of an education of approximately 8 weeks. While SPSS 22 package program was used for the analysis of the quantitative data obtained from the data collection tools, content analysis was used for the analysis of the qualitative data. The achievement test was applied to the groups as a pretest before the research, as a posttest at the end of the application, and as a retention test approximately two months after the posttest. The student opinion form was applied only to the experimental groups at the end of the application. As a result of the analysis obtained from the data, there was no significant difference between the experimental groups taught with the 4MAT teaching model in terms of both academic achievement and retention test scores, while there was a significant difference between them in terms of both academic achievement and retention test scores, in favor of the experimental groups, compared to the control groups that were taught based on the book difference has been observed. It was observed that there was no significant difference between the groups with left and right brain dominance between academic achievement and permanence test scores. Finally, from the data obtained in the student opinion form, it was seen that the students generally had positive thoughts about the 4MAT teaching model, while in negative statements they expressed that it took the most time.