The effect of active learning approach in reaching the objectives andbehaviors of the unit prime numbers and factorixation in the sixth grade in primary school

Ill ABSTRACT This research is an experimental study aiming at examining the effect of active learning approach in the unit of prime number factoring in mathematics in the sixth grade of primary school. The aim of the research is to determine whether there is a difference between active learning approach and the traditional teaching method while teaching this unit. In traditional teaching, it is the teacher who is active and who has the control over the class. As for the students, they are passive. Most of the time, they lose their interest in the lesson in a short time; they gradually begin to get prejudiced against the lesson because of monotony and lack of communication. This study aims at measuring the effect of a new learning approach which is learner-centered and necessitates the active participation of every learner. With this aim in mind, a research project was prepared after reviewing the literature and collecting the necessary data. In this research, as it is mentioned in the thesis project, "pre-test and post-test model with different control groups" was used. The study was carried out in the academic year of 2004-2005 in Atatürk Primary School in the County of Polatlı in Ankara. This study was conducted in two different classes learning mathematics with the guidance of the same teacher. There were 26 students in the experimental group and 28 students in the control one. The experimental group was taught by worksheets and activities that were prepared in harmony with active learning approach, while the lesson was conducted through the traditional method in the control group. As the data collection tool, a 30-question achievement test, which tested the unit mentioned, was prepared by the researcher by utilizing various sources; this test was administered to the experimental and the control groups before the study and at the end of it The questions which formed the achievement test that was prepared was designed to measure the objectives and behaviors of the unit studied. During theIV preparation stage of the achievement test, expert views were sought; item, validity and reliability analyses were carried out. The problem which was tried to be solved in the study is worded as "Is active learning approach in the unit of prime number factoring in mathematics in the sixth grade of primary school more effective compared with traditional teaching approaches?" The problem of the study consisted of three sub-problems. The sub-problems are as follows: 1. What is the effect of "Active Learning Approach" in the unit of prime number factoring in mathematics in the sixth grade of primary school on student success at the knowledge and comprehension level? 2. What is the effect of "Active Learning Approach" in the unit of prime number factoring in mathematics in the sixth grade of primary school on student success at the application level? 3. What is the effect of "Active Learning Approach" in the unit of prime number factoring in mathematics in the sixth grade of primary school on overall achievement of the learners. The data which are related to the problems and sub-problems handled in the study were gained through an achievement test that was developed. The findings that were deduced from the statistical analysis results can be summarized as follows: 1- Active learning approach during the teaching of the unit of prime number factoring in mathematics in the sixth grade of primary school is more effective than the traditional approach when compared with it 2- Active learning approach and the traditional approach equally effects the success of learners at the application level. 3- It can be said that active learning approach is more effective in boosting learners' overall achievements than the traditional one.Active learning approach increases learners' interest for the lesson and then- success by motivating them better. Accepting the findings that were gained through this research as a departure point, some suggestions related to mathematics teaching were made.