The effectiveness of the team-assisted individualization technique on the mathematics achievement and attitudes toward mathematics at the 5 th grade elementary education

ABSTRACT THE EFFECTIVENESS OF THE TEAM-ASSISTED INDIVIDUALIZATION TECHNIQUE ON THE MATHEMATİCS ACHIEVEMENT AND A1TİTUDES TOWARD MATHEMATICS AT THE 5* GRADE ELEMENTARY EDUCATION Ay ten İFLAZO?LU Master Thesis, Department of Educational Sciences Supervisor: Müfit GÖMLEKSİZ January, 1999, 122 page The main purpose of this experimental research is to compare the effects of team- assisted individualization technique on the mathematics achievement and attitudes toward mathematics at the 5th grade elementary education. The subjects of the study consisted of 61 5th grade students from an elementary school in Seyhan District of Adana. The units of sets, naturel numbers, fraction, additions, subtructions, multipilications, divisions, measurements, calculating the average of numbers, percentages and interest had been chosen and taught to the experimental group by using team-assisted individualization technique and to the control group by using whole class teaching technique. The study lasted for 8 weeks. The measurement instruments used in the study were mathematics achievement test and attitude scale toward mathematics. Both instruments had been used as pretest and posttest to the experimental and control groups. In conclusion, it had been found that there were significiant differences between achievements of the two groups. From this result, it can be said that the team-assisted individualization technique is more effected than the whole class teaching on mathematic achievement. At the same time, it has been found that there is no significant differences on their attitudes toward mathematics. Key Words: Team-Assisted Individualization, Cooperative Learning, Mathematics Teaching, Elementary Education, Academic Achievement, Attitude Toward Mathematics. VI