Thesis Type: Postgraduate
Institution Of The Thesis: Ataturk University, Kâzım Karabekir Eğitim Fakültesi, Eğitim Bilimleri, Turkey
Approval Date: 2022
Thesis Language: Turkish
Student: Çağla AKBAŞ
Supervisor: Ceyhun Ozan
Abstract:
Purpose: The aim of this study is to investigate the effect of formative assessment practices on fifth-grade students' academic achievement and attitudes toward mathematics courses. Method: The quantitative method was used in the research. The pre-test-post-test pattern was used for unequal groups that were one of the semi-experimental patterns. The research group consists of a total of 30 students studying in the fifth grade of a secondary school in the city of Erzurum in the 2021-2022 academic year. One of the 4 existing branches in the school was determined as a control and one as an experimental group by means of unbiased assignment. Experimental procedures were carried out for 11 weeks. The "Mathematics Course Achievement Test" and "Attitude Scale towards Mathematics" developed by the researcher were used as data collection tools in the study. In the analysis of the data, independent groups t-test, dependent groups t-test, and one-way covariance analysis were used to determine the conformity of the data with the assumptions. Findings: Independent groups t-test for the experimental and control groups pre-test academic achievement and attitudes towards mathematics and academic achievement in the difference between taken no significant difference was found, while no significant difference was found in the attitude score. As a result of the dependent groups t-test, which was applied separately for the control and experimental groups, it was determined that there was a significant difference in academic achievement, but there was no significant difference in attitude scores. ANCOVA was applied for the final tests of the control and experimental groups, and no significant difference was found between the final test scores for achievement in mathematics and attitudes toward mathematics. Conclusions: As a result of research, it was determined that the academic achievement and attitude scores of the students in the experimental group, whose formative assessment practicer was applied in the 5th mathematics lesson, were higher than the scores of the students in the control group. However, it was concluded that the effect of formative assessment practices on students' academic achievement and attitudes towards mathematics courses is statistically meaningless. Keywords: formative assessment, academic achievement, attitude to mathematics