Oyun temelli öğrenme etkinliklerinin yedinci sınıf öğrencilerinin cebir başarısı, matematiğe karşı tutumları ve oyun temelli öğrenme etkinlikleri hakkındaki görüşlerine etkisi

The purpose of the present study was to investigate the effect of using game-based learning activities in algebra on seventh-grade students' algebra achievement, attitudes towards mathematics, and opinions about game-based learning activities. The study sample included 19 seventh-grade students at a public middle school in İstanbul, and the sample was chosen by convenience sampling method. The study was a one-group pretest-posttest experimental design. During the intervention of the study, 5 lesson plans that included game-based learning activities were implemented, and these plans took 10 class hours in 5 weeks including the administration of the tests. Algebra Achievement Test (AAT) was implemented as a pretest and posttest to measure students' algebra achievement. Moreover, Mathematical Attitude Scale (MAS) was implemented as a pretest and posttest to investigate students' attitudes towards mathematics. After the intervention, semi-structured interviews were carried out with 10 purposefully selected students to understand their opinions about the lessons that used game-based learning activities. The result of the study showed that there was a significant mean difference between pretest and posttest scores for AAT and MAS. Moreover, almost all students interviewed stated that they developed positive opinions towards mathematics in this intervention process and wanted game-based learning activities to be used in mathematics lessons.