The effect of GME-based activities on students' achievement in data processing and learning and student opinions on practice

This research is aimed to examine the effect of the RME-based (Realistic Mathematics Education) application in the data processing learning field of secondary school students on the success orientation of the students and the effect of the course taught with RME on the thoughts of the students. The research used an intervention pattern method with advanced mixed methods. The study was conducted with 60 middle school students from a state middle school in the Eastern Anatolia Region. Data was collected using the "Student Interview Form on Realistic Mathematics Education Supported Instruction Method," "Descriptive Form of the Ability to Relate Mathematics to Real Life," achievement tests, student diaries, researcher notes, and activities prepared in line with RME. Quantitative data were analyzed using SPSS 22.0 package program in line with the objectives of the sub-problems. The non-parametric Wilcoxon Signed-Rank Test was used to determine if there was a significant difference between the pre-test and post-test scores of the students. The qualitative data of the study were analyzed using content analysis. As a result of the analysis, it was observed that RME-based instruction had a positive effect on students' academic achievement in grades 5, 7, and 8, but in grade 6, the impact of RME on students' academic achievements was not significant. Students expressed that they had not experienced such a learning process with RME before, but during the course, they enjoyed it a lot, were more engaged with their friends, and expressed the desire to have this method in their future classes. In general, it was observed that students used mathematics extensively in the areas of shopping and games, but it was also concluded that they used it in many different areas.