The effect of instructional design prepared to develop geometric thinking habits of cognitive and attutude learning of secondary school students

The aim of this research is to design an instructional design that will improve the geometric thinking habits of 7th grade secondary school students and to determine the effect of this instructional design on the students' cognitive and affective learning. In addition, the changes in the use of geometric thinking habits of the students determined through clinical interviews were tried to be revealed. ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model was taken as basis to develop instructional design. To achieve the stated objectives, the research was conducted with the intervention mixed method design, one of the advanced mixed methods research designs. While the quantitative part of the research was conducted with a quasi-experimental design with a pretest-posttest unpaired control group, the qualitative part was conducted with clinical interviews. The study group of the research consisted of a total of 60 seventh grade students, 30 in the experimental group and 30 in the control group, at a public secondary school in the İlkadım district of Samsun province in the 2021-2022 academic year. While the students in the experimental group were given an instruction to develop geometric thinking habits, the control group was taught lessons according to the 7th grade mathematics textbook (MEB publications) prepared according to the 2018 secondary school mathematics course curriculum. In both groups, the teaching process was carried out on 12 gains in the field of 7th grade geometry and measurement learning in the 2018 secondary school mathematics curriculum. Clinical interviews were conducted before and after the experimental application with 6 students (2 high, 2 medium, 2 low) selected from different academic achievement levels. Geometric thinking habits determination test (GDABS), geometry achievement test (GBT), Van Hiele geometric thinking test (VHGDT), geometry attitude scale and geometry self-efficacy scale were used as quantitative data collection tools. Qualitative data was obtained from clinical interviews with students and researcher field notes. The data collection process took 4 weeks and the experimental application process took 8 weeks, for a total of 12 weeks. Quantitative data were analyzed using the IBM SPSS 25.0 package program. Descriptive analyses, normal distribution tests, independent samples t-test, dependent samples t-test, dependent samples Wilcoxon signed ranks test, Mann-Whitney U test, Kruskal Wallis H test and one-way ANCOVA tests were used to analyze the data. Qualitative data were analyzed with a descriptive method according to the thematic framework of geometric thinking habits. As a result of the research, the post-test averages of the geometric thinking habits determination exam, geometry achievement test, Van Hiele geometric thinking test, geometry attitude scale and geometry self-efficacy scale of the experimental group, which was taught based on geometric thinking habits, were found to be statistically significantly higher than the control group. According to the results of the clinical interviews, it was observed that the ability to use all geometric thinking habits of all students at different academic success levels increased. It was determined that students mostly used the habit of reasoning with relationships and the habit of balancing exploration and reflection. It was concluded that although there was progress in the use of the habit of investigating invariants and the habit of generalizing geometric ideas, it showed less development than the other two habits. In addition, it was determined that students with low academic achievement levels were able to make advanced generalizations and think dynamically after the experimental application. Another result was that the success of all students in solving problems correctly increased significantly as their use of geometric thinking habits increased. Finally, it was concluded that the habit of reasoning with relationships is a precursor habit to the other three geometric thinking habits. According to the results obtained, some suggestions were made to teachers, researchers and curriculum developers to develop geometric thinking habits.