The effects of problem based learning approach on tenth grade students' academic achievements, permanence, attitudes and moti̇vati̇ons toward mathematics course

In this study, the effect of problem based learning approach on tenth grade students' academic achievements, attitudes, motivations and permanence on geometry subjects in mathematic course was investigated. The research was designed in a pre-test and post-test control group trial model. The study was carried out on a total of 95 students attending in an Anatolian High School the district of Seyhan-Adana in the spring semester of 2018-2019 academic year. One experimental and two control groups were used in the study. The application lasted nine weeks. Lessons were taught according to the problem-based learning approach in the experimental group, while in the control groups, the courses were conducted in accordance with the guide book prepared according to the 2018-2019 Mathematics Course Curriculum. The courses were conducted by the researcher in the Experimental and Control-1 groups. The Control-2 group was conducted by another mathematics teacher at the same school. In this study, qualitative and quantitative research methods were used together to reveal the effect of problem-based learning approach on the teaching process. As a data collection tool, the "Polygons and Quadrangles Achievement Test" developed by the researcher was applied to the experimental and two control groups at the beginning of the research with the pre-test, at the end with the post-test, "Geometry Attitude Scale" developed by Duatepe Paksu (2004) and "Mathematics Motivation Scale" developed by Aktan (2013) applied before and after the procedure. Four weeks after application achievement test, geometry attitude scale and mathematics motivation scale were applied to all three groups to measure permanence. The semi-structured interview form was used to collect the qualitative data to determine the views of the students in the experimental group. In this research, Analysis of Covariance(ANCOVA) was used as statistical technique on the data obtained from achievement test, attitude scale and motivation scale. The significance level was taken as p <.05. The data obtained from the "Semi-Structured Interview Form" were analyzed by content analysis method used in qualitative research. According to the data obtained at the end of the research; a statistically significant difference was found in favor of the experimental group in terms of post-test scores on achievement test, attitude scale and motivation scale. As a result of this study, it has been concluded that students increase the permanence of the knowledge at the end of the education and training process prepared according to problem based learning approach in tenth grade mathematics course. The results from the interview form can be summarized as follows. The students stated that thanks to the problem-based learning approach, they found that mathematics lessons were different and enjoyable than the previous lessons, and that they liked the lesson more, that the learning was realized more permanently because they increased their interest levels for problem situations created by real-life scenarios, and their desire to participate in the lesson increased. They also added that this approach increased their communication with friends and helped them to find more creative ideas together. Keywords: Geometry education, geometry attitudes, mathematical motivation, permanence, problem based learning.