Matematik Dersinde Biçimlendirici Değerlendirme Uygulamalarının Öğrencilerin Akademik Başarıları ve Tutumlarına Etkisi


Creative Commons License

OZAN C. (Executive), AKBAŞ Ç.

Project Supported by Higher Education Institutions, 2022 - 2023

  • Project Type: Project Supported by Higher Education Institutions
  • Begin Date: February 2022
  • End Date: February 2023

Project Abstract

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.