The effects of different teaching applications on academic success and permanence in secondary school 5th grade fractions learning

In this study, it was aimed to examine the effect of conducting the teaching processes related to the achievements in the sub-learning area of the fifth grade fractions of secondary school by using different teaching practices (traditional teaching method, game teaching method and technology-supported teaching method) on academic success and permanence in students and to determine students' opinions about different teaching practices. In the quantitative phase of this research, which was carried out using a sequential explanatory mixed method design that includes a combination of qualitative and quantitative data, a quasi-experimental design with a pre-test-post-test control group was applied. The qualitative phase of the research was carried out with the case study design. The sample of the study consists of 51 students in a public secondary school in the province located in the Central Anatolia region. 17 of these students were determined as experimental group-I, 17 as experimental group-II and 17 as control group. At this stage, traditional teaching method was applied to the control group, game teaching method was applied to the first experimental group, and technology-supported teaching method was applied to the second experimental group. In the qualitative phase of the research, the study group was formed by randomly selecting 10 students from both experimental groups. In the research, "Mathematics Achievement Test" was developed as a data collection tool. At the beginning of the study, a pre-test was applied to the participants, then the six-week teaching process was completed and the post-test was taken. Additionally, a retention test was conducted eight weeks after the final test. Kruskal-Wallis test and Mann-Whitney U test were used to analyze the obtained quantitative data. The analysis of qualitative data was carried out using the content analysis method. When the findings of the research were evaluated, no significant difference was observed between game teaching, technology-supported teaching and traditional teaching methods in terms of mathematics posttest scores. However, when students' mathematics retention test scores were examined, it was determined that the game teaching method provided a significant advantage over the traditional teaching method. No significant difference was detected in the comparisons between game teaching and technology-supported teaching and between technology-supported teaching and traditional teaching methods. According to the qualitative findings, it was observed that the experimental group students generally emphasized the positive aspects. Experimental group-I students stated that the game teaching method increased interest in the lesson, provided fun learning, and made the lessons more interesting. However, they also stated that games do not appeal to all students and therefore may not always be effective. Experimental group-II students stated that the technology-supported teaching method positively affected their attitudes towards the lesson, the lessons were fun and all students participated in the lesson. On the other hand, they pointed out noise in the classroom environment and difficulties in maintaining long-term attention as negative aspects of technology-supported teaching.