Impact of using riddles in primary school math classes on students' success, attitude and retention levels

The aim of this study is to examine the effect of using riddles for teaching geometrical objects and shapes on students' success, attitude towards mathematics course and retention level of knowledge gained in 2 nd -grade primary school. In the study, quantitative research method was used and pre-test, post-test control group semi-experimental design was used. The study was conducted in two public schools in Aydin in 2015-16 academic year. The sample of the study composes of 160 2 nd grade students in total, N=53 of whom in the experimental group (N=53), N=52 of whom in control I group and N=55 of whom in Control II Group. In the process, while the topic of "Geometric Objects and Shapes" was instructed through which integration of riddles developed by the researcher in the experimental group, the normal curriculum was followed and riddles were not used in the instruction of the same topic in Control I and II Groups. For data collection, achievement test developed by the researcher and Petek Aşkar's (1986) attitude scale towards mathematics were used. In the analysis of the collected data, One-Way Analysis of Variance (ANOVA), One-way repeated measures ANOVA and One-Way Analysis of Covariance (ANCOVA) were used to answer the research questions. According to the results of the study, it was seen that using riddles in the instruction of Geometric Objects and Shapes, has a significant effect on students' academic success and retention levels of the knowledge gained in the topic. Furthermore, there was a statistically significant increase in students attitude scores towards mathematic course on behalf of the experimental group. KEYWORDS: Mathematics instruction in primary school, Riddles, Achievement, Attitude