ORTAOKULDA ARTIRILMIŞ GERÇEKLİK DESTEKLİ MATEMATİK ÖĞRENİMİNİN BAŞARI, KALICILIK, MOTİVASYON ve KAYGIYA ETKİSİ
Thesis Type: Postgraduate
Institution Of The Thesis: Ataturk University, Eğitim Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı, Turkey
Approval Date: 2023
Thesis Language: Turkish
Student: ABDULKADİR PALANCI
Supervisor: Zeynep Turan
Open Archive Collection: AVESIS Open Access Collection
Abstract:Purpose: This research aims to examine the effect of the courses carried out with materials supported by augmented reality technology in the 7th-grade mathematics course on the academic achievements, permanence, mathematics anxiety and mathematics motivations of the students and to obtain student opinions about these applications. Method: In line with the purpose of the study, a mixed research method was used. In this context, while the quasi-experimental design with a pre-test-post-test control group was used in the quantitative dimension of the mixed research method, a case study was used in the qualitative part. The research was carried out with 7th-grade students in the 2021-2022 academic year in a secondary school in Erzurum with a total of 93 participants, including 47 in the experimental and 46 in the control group. The process started with pre-tests and was completed with post-tests and permanence tests after five weeks of the implementation process. The application process for this research lasted five weeks. In the study, the "Mathematics Achievement Test", "Mathematics Motivation Scale", "Mathematics Anxiety Scale", semi-structured interview form and opinion questionnaire were used as data collection tools. Findings: As a result of the study, it was seen that there was a significant difference in academic success in favour of the experimental group between the experimental group students who studied with augmented reality-supported materials and the control group students who studied with traditional methods. In the permanence test results, it was found that there was no significant difference between the two groups. It was observed that there was a statistically significant difference between the post-test average of the motivation of the control group students and the post-test motivation score average of the experimental group students in favour of the experimental group. In addition, it was determined that students who used augmented reality technology in mathematics class had lower anxiety than students who did not use augmented reality technology. In line with the results of the semi-structured interview and opinion survey conducted with the experimental group students, it was determined that the students were satisfied with the augmented reality application, found the teaching process fun and efficient, liked the three-dimensional objects the most, and stated that augmented reality was a useful technology that could be used in other lessons. Conclusions: According to the study's results, using augmented reality-supported materials in mathematics education provides effective learning. In addition, students' general views on augmented technology are positive. For this reason, enriching mathematics education with augmented reality-supported materials will be useful. Keywords: augmented reality, math, anxiety, motivation, persistence, student opinions