The effect of activity based geometry instruction on students' learning outcames

The purpose of this study is to investigate the effect of the instruction based on activities in geometry which is included in sixth grade mathematics curriculum on students' academic success their geometric Self-efficacy Beliefs , mathematics attitudes and permanence. The study is conducted in Karabağlar town of İzmir city in 2014-2015 academic years. Total of 51 students were involved in the study, in which, 28 of them were in experiment group and 23 of them in control group. In the study, experiment group students were subjected to instruction based on activities while students in control group were subjected to traditional teaching method As a method, mixed method that combines both the qualitative and quantitative research methods. The design of the research in this study is explanatory mixed method design. For the quantitative data of the study, the "Geometry Achievement Test", "Geometric Self-Efficacy Beliefs Test" and "Mathematic Attitude Test" were applied. For the qualitative data, students were expected to respond to the interview questions and open-ended questions. The data analysis for geometry achievement test, mathematic attitude test and geometric self-efficacy beliefs test revealed that there wasn't a significant difference between experiment group and control group. The results of the interviews with students revealed that students better understand the issues and have fun in lesson with activities. Besides they have expressed the difficulties experienced during activity. Expriement group answered the open-ended questions correctly. But control group were forced to solve the open-ended questions. According to the findings of this study recommendations are given in the results section. Key Words: Activity Based Teaching, Self-efficacy Beliefs, Mathematics Attitude, Origami, Permanence, Concrete Materials, Game, Origami