The effect of the scenario-based learning approach on the academic achievement and motivation levels of 3rd grade primary school students

The aim of this study is to determine the effects of a scenario-based learning approach designed for the teaching of "spatial relations, length and perimeter measurement" sub-learning areas on third-grade primary school students' achievement in mathematics and their motivation towards the subject. The study was conducted within the framework of quantitative research methodology using a quasi-experimental design with a pre-test/post-test control group. A sample was selected using the simple random sampling method, one of the non-selective sampling techniques, including 50 third-grade students, 25 of whom were assigned to the experimental group and 25 to the control group. Over a five-week period, the implementation process focused on the attainment of objectives related to "spatial relations, length measurement, and perimeter measurement." The experimental group utilized a scenario-based learning method, while the control group followed the existing curriculum without the scenario-based approach. The data collection instruments used in the study included the "Spatial Relations, Length, and Perimeter Measurement Achievement Test" developed by Öksüz and Sabancı (2022), whose validity and reliability were analyzed within the scope of the research, and the "Elementary School Mathematics Motivation Scale" developed by Ersoy and Öksüz (2015). These instruments were administered to both the experimental and control groups before and after the intervention, and the data obtained were subjected to statistical analysis. To determine the statistical significance of the difference in mathematics achievement between the groups, a one-way analysis of covariance (ANCOVA) with repeated measures was performed. The results indicated a statistically significant difference in favor of the experimental group (X Experimental=27,33; X Control =15,46) with adjusted post-test mean scores of [F(1,47)= 171,558; p= .000; d=0,8]. Similarly the difference in motivation levels towards mathematics was analyzed using ANCOVA, revealing a statistically significant difference in favor of the experimental group (X Experimental =91,19; X Control =53,65) with adjusted post-test mean scores of [F(1, 47) =34,859; p=.001; d= 0.8].Each observed difference demonstrates a high level of effect size. The findings reveal that the use of scenario-based learning methods in mathematics education significantly enhances students' achievement and motivation toward mathematics. Keywords: Scenario-based learning, Mathematics, Academic achievement, Motivation