The effect of EBA-supported rate-ratio teaching on course achievements and perception of metacognitive behavior

The aim of this study is to investigate the effect of EBA supported mathematics teaching on lesson success and metacognitive behavior perceptions in the 7th grade. The sample of the study was determined as the 7th grade students of a village school in Eregli district of Zonguldak province. 7-A branch in this school was selected as the experimental group and 7-B branch was selected as the control group. Experimental and control groups were determined according to the pre-achievement test averages. Tatar et al. (2010) Metacognitive Scale (MS) and the achievement tests prepared by the researcher. In order to measure the success of the course, the pre-achievement test and the final achievement test, which were prepared by the researcher and shaped by expert opinions, were used. At the beginning of the research, pre-achievement tests were conducted to determine that the groups were homogeneous and at the same level. According to the results of the pre-achievement test, there was no significant difference between the experimental and control groups. The research was carried out in the form of parallel lectures in the control and experimental groups for 3 weeks. In the data analysis, t test was used for dependent samples and t test was used for independent samples. While 17 students in the experimental group and 17 students in the control group participated in the study, the results were evaluated for the experimental group and the control group, and t-test was used for the dependent samples. For group comparisons, t-test was used for independent samples. The average of the lastest achievement test of EBA supported Math teaching (x ̅=61,47) and the average of the lastest achievement test of the control group (x ̅=51,76). When the averages are examined, there is an important difference for experimantal group that applied EBA supported Math teaching. The average of the grades obtained from the lastest test of BÜO of the experimantal group that applied EBA supported Math teaching (x ̅=101,94) and the averages of the grades obtained from the lastest test of BÜO control group. According to results, there is not important difference between experimental group and control group.Researchers, who will study on EBA supported Math teaching should ensure that the Internet infrastructure is always accessible and accessible during their studies.