The effect of teaching the topic of ratio and proportion withassure instructional design applications on the academicsuccess and attitude of students in 7th grade

In the 21st century, technology has developed and become a part of life. It is possible to say that technology, which affects every area of life, has also started to take its place in the field of education. Using modern learning methods blended with technology rather than traditional learning methods makes education more efficient and effective. The ASSURE model, which is among the instructional design models where education and technology are integrated, can be expressed as one of the most efficient choices. The ASSURE model is a model that aims to obtain the highest possible efficiency from education due to the effective use of mass media and technology in the field of education as well as planning based on the student. The ASSURE model is an effective instructional design model that ensures the effective use of technology, develops student-focused lesson plans, actively includes the student in the learning process, adopts a student-centered approach, shapes material preferences in the context of student needs and enables abstract concepts to be made concrete. For this reason, the model in question ensures that students' academic success increases and their attitudes towards the course become positive. In this context, this study aims to examine the effects of teaching the subject of ratio and proportion at the seventh grade level with ASSURE instructional design applications on students' academic success and attitudes. Thirty seventh grade students participated in the study, which was conducted using a quasi-experimental research model. Data were collected by applying the "Mathematics Achievement Test" and "Mathematics Attitude Scale" to these students and analyzed with the SPSS 27.0 package program. In the research findings, the Mathematics Achievement Test was applied to the experimental and control groups as a pre-test and post-test. The Mathematics Achievement Test consists of two parts. The first part was formed in the form of a written examination and the second part was formed in the form of multiple choice questions. The success in the experimental group showed a noticeable increase compared to the control group. The control group anxiety, study, necessity and mathematics attitude scale averages were higher than those in the experimental group. Although it was determined that there was a difference in favor of the experimental group class in terms of interest, it was determined that this difference was not statistically significant. As a result of the study, it was determined that the ASSURE instructional design increased the students' academic success, interest and anxiety, although not significantly, and that it also significantly increased the students' study, necessity and mathematics attitude averages.