Examining the effect of educational game supported teaching on the theme of triangles and quadrilaterals on achievement, permanence and affective characteristics

In this study, the effects of educational game-supported mathematics teaching on students' success, permanence of what has been learned and affective characteristics were examined. In the research conducted with a pre-posttest experimental design with a control group, school and study groups were determined through purposeful sampling. Among these groups, an experimental group in which mathematics was taught with educational games and two control groups in which teacher lectures based on the textbook were randomly selected. The scope of the study consisted of four achievements in the sub-learning field of "Triangles and Quadrilaterals" in the secondary school 5th grade mathematics course curriculum. In the research, quantitative data were collected using the achievement test and the affective entry characteristics scale for mathematics, and qualitative data were collected through interviews. In the study involving 30 students in each group, the data obtained from quantitative tools met the comparison criteria with parametric tests. Experimental and control groups were matched in terms of report card grades, achievement test and affective input characteristics. It was revealed that the success of the experimental group, in which mathematics was taught with educational games, was significantly better than the control groups in which activities were taught based on the textbook and teacher explanation. Again, it was determined that the activities in the experimental group were more effective in ensuring permanence than the activities in the control 2 group. It was revealed that the affective input characteristics of the experimental group were better than the control group-2. As a result of the content analysis of the interviews with the students in the experimental group, it was determined that teaching mathematics with educational games was easier, more meaningful and resulted in better learning. In addition, students stated that they found the activities instructive, beautiful and entertaining. Thanks to these activities, they noticed the teacher's teaching effort and described the teacher as kind and good-natured. Results have been obtained that these activities motivate students, make them happy, and make them love mathematics. While students suggested that all lessons be this way, they mentioned the noise in the teaching process, the crowded classroom, and the problems caused by incompatible people in their groups.