Cooperative learning middle school 8th grade students' academic achievements and visual math about triangles self efficacy literacy ımpact perceptions

In this study, the effect of the academic success of secondary school students on triangles and cooperative learning on GMOÖA was investigated. For this purpose, a quasi-experimental study with pre-test post-test control group was carried out. Qualitative data collected from student views were used to support quantitative data. The research was carried out with 84 students (36 girls, 48 boys) attending the 8th grade of a public school in Siirt province during the second semester of the academic year 2017-2018. The quantitative data of the study were obtained by examining the literature related to the Mathematics Achievement Test, Visual Mathematics Literacy Self-efficacy Perception Scale and Semi-Structured Interview Form. One of the classes used in the study was the experimental group (20 girls, 22 boys) and the other was the control group (16 girls, 26 boys). In the experimental group, the subject of triangles was taught via cooperative learning method and in the control group, traditional teaching method was used. The application was continued for four weeks and at the end of the application, the semi-structured interview form that was developed by the researcher and six open-ended questions were distributed to the students in the experimental group. In the analysis of the quantitative data of the study, descriptive statistics, ANOVA and t-Test methods were used, and the content analysis method was used for the analysis of the qualitative data. As a result of the research, it is seen that while the cooperative learning method increases the academic achievement according to the traditional learning method, GMOÖA did not change. In addition, there was no significant difference between students' gender, pre-school education status, number of books they read annually, father's education status, mathematics achievement and GMOÖA, while there was no significant difference between maternal education level and GMOÖA, there was a significant difference between mathematics achievement. The findings were discussed with the literature and some suggestions were made.