Project Supported by Higher Education Institutions, 2022 - 2023
Purpose: The aim of this study is to investigate
the effect of formative assessment practices on fifth grade students' academic
achievement and attitudes towards in mathematics course.
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
grades 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 Deciency in mathematics and attitudes towards mathematics.
Conclusions: As a
result of research, it was determined that the academicachievementand attitude
scores of the students in the experimental group, whose formative assesment
practicer were appliedin the 5th mathematics lesson,were higher than the scores
of the studentsin the control group. However, it was concluded that the effect
of formative assessment practices on students' academic achievement and
attitudes towards mathematics course is statistically meaningless.