The effect of the lesson study model on the student's academic success and permanentity in 7th grade mathematics course

The purpose of this research is to reveal the effect of the lesson study approach on the 7th grade mathematics course, Algebraic expressions and Equations, on the academic achievement of the students and the permanence of learning. In the research, "quasi-experimental design" with pre-test post-test control group, which is among the quantitative research methods, was used. The study group of the research consists of 69 seventh grade students and 4 teachers studying in three different branches in two state secondary schools in the Sultanhanı district of Aksaray in the 2022-2023 academic year. The study was carried out with two experimental groups and a control group, which were determined by "convenience sampling", one of the purposive sampling methods. The lesson study process with the teachers participating in the research lasted for 7 weeks, with two meetings per week for each outcome. The teachers in the lesson study group created a detailed plan for the relevant outcome in cooperation. Then, one of the teachers applied the prepared lesson plan to the first experimental group. In the post-lesson evaluation and development phase, the lesson plan was revised to make more effective in the light of the notes taken during the observations of the teachers. The revised lesson plan was applied by the same teacher in the second experimental group. The students in the control group were educated with the current teaching method. As a data collection tool in the research, the "Academic Achievement Test (AAT)" developed by the researcher to measure the academic success of students on Algebraic Expressions and Equations was used. In the research, pre-test before AAT application; the post-test after the application and 4 weeks after the application was applied to measure the permanence. The data obtained from the tests were analyzed with the SPSS-25.0 program. For the academic achievement test prepared by the researcher, item difficulty analysis, item discrimination analysis and reliability (KR-20) analysis were performed. The academic achievement test consists of 25 questions. When the data of the research were examined, non-parametric analyzes were used because the data were not suitable for normal distribution; Significance tests such as Kruskal Wallis H, Man Whitney U, Friedman Variance, Wilcoxon were used. The level of significance in the analyzes was determined as p<0.05. As a result, the pre-test and post-test scores of the experimental and control groups were compared, and no significant difference was observed between the academic achievements of the groups. When the effects of the lesson study model on the permanence of learning are examined; There was a significant difference between the lesson study model and the current teaching model in terms of the permanence of learning. This significant difference was determined to be higher in favor of the second experimental group in which the revised plan was applied in the lesson study. This research reveals that the teaching conducted in line with the lesson study model is more successful in ensuring the permanence of learning than the existing teaching methods. When the pre-test, post-test and retention test scores of the groups are compared, it is seen that there is a significant difference in all of them. In this context, it reveals the conclusion that both the lesson study method and the current education methods positively affect the success of the students in the mathematics lesson.