The effect of Scratch based mathematics instructions on 6th grade students' academik achievements and attitudes in algebraic expressions

The purpose of this study is to investigate the effect of using Scratch software on students' academic achievements and algebra attitudes in the algebraic expressions. First of all, lesson plans including Scratch supported learning activities were prepared on the algebraic expressions. Both quantitative and qualitative research methods were utilized. In the quantitative part, pretest-posttest experimental-control group non-equivalent quasi-experimental method was used. Algebraic expressions achievement test was developed by taking into consideration the objectives of algebraic expressions in the curriculum of the Ministry of National Education. Experimental and control groups (16 + 16) were formed by randomly selecting 6th grade students in a public school located in Ağrı province. Scratch-based learning activities were applied to the experimental group, whereas the control group received the lessons based on the mathematics curriculum. The algebraic expressions achievement test was applied to both groups as pre-test and post-test. To determine their attitudes towards algebra, the algebra attitude test was applied to both groups as pre-test and post-test. The experimental group students were given interview forms at the end of each Scratch activity and their thoughts were examined. As a result of the findings, it was shown that Scratch supported learning activities had a significant benefit on the achievement of algebraic expressions and algebraic attitude. Students found the Scratch applications as interesting, achievement-enhancing and enjoyful. Therefore, it was suggested that Scratch supported learning activities could be applied to other subjects of mathematics and in-service trainings could be given to teachers.