The effect of the dual control technique on the academic achievement and attitudes of the student in mathematics lesson and opinions on practice

The aim of this research is to investigate the effect of dual control technique on students' academic achievement, attitudes towards mathematics lesson, the permanence of the subject and the opinions of the experimental group towards the dual control technique. In this study, mixed method, one of the scientific research methods, was used. The research was carried out in Elazığ Nahit Ergene Secondary School in the fall semester of the 2019-2020 academic year. The research was conducted with a total of 65 students, 32 experimental groups and 33 control groups. A research was conducted on the subject of "Rational Numbers and Operations in Rational Numbers" within the 2nd Unit of 7th grade Mathematics course. In the research; in the control group with 33 students, the current teaching method was used in line with the plan prepared in line with the objectives of the Ministry of National Education; In the experimental group with 32 students, the same course contents were presented by using the dual control technique. After the implementation, the data obtained in the quantitative dimension of the research were used the "Independent Samples T-Test" for comparisons between groups according to the pretest-posttest results and the "Paired Samples T-Test" for comparisons within the groups to measure the mathematics achievement and attitudes towards mathematics lesson. The success test developed by the researcher was used to determine the academic success of the student before and after the implementation. The "math class attitude scale" developed by Önal (2013) was used to determine student attitudes. In addition, an interview form was used to determine the opinions of the experimental group students about the dual control technique. Interview data were analyzed with descriptive analysis method. As a result of the research, it has been determined that the use of the dual control technique in Mathematics course does not make a significant difference in terms of academic success between experimental and control group. There was a significant difference between experiment and control groups in terms of attitude towards mathematics lesson. Therefore, it was concluded that the experimental group's attitudes towards the lesson were more positive. It was concluded that the findings obtained from the interview form supported the findings obtained from the attitude scale. The students shared their opinions that they would like to use the dual control technique in other lessons and that their feelings of friendship and solidarity developed with this technique.