Altıncı sınıf matematik dersinde otantik öğrenme görevlerinin öğrencilerin akademik başarı, tutum ve kaygılarına etkisi

---

Thesis Type: Postgraduate

Institution Of The Thesis: Ataturk University, Kâzım Karabekir Eğitim Fakültesi, Eğitim Bilimleri, Turkey

Approval Date: 2024

Thesis Language: Turkish

Student: Tuğba KAYA

Supervisor: Ceyhun Ozan

Open Archive Collection: AVESIS Open Access Collection

Abstract:

Purpose: The purpose of this study is to investigate the effect of authentic learning tasks on academic achievement, attitudes toward instruction, and classroom anxiety of students in sixth grade mathematics classrooms. Method: A semi-experimental design, one of the quantitative research methods, was used for the study. Unequal pre-test and post-test groups were used. The research group consists of a total of 65 sixth grade students from a secondary school in the center of Erzurum in the 2023-2024 school year. One of the three branches of the school was selected as the experimental group and one as the control group. This selection process was determined by unbiased assignment. The experimental procedures lasted six weeks. The "Mathematics Achievement Test" developed by the researcher, the "Mathematics Attitude Scale" developed by Önal and the "Mathematics Anxiety Scale" developed by Bindak were used as data collection instruments in the study. In the analysis phase of the collected data, a t-test for independent groups, a t-test for dependent groups, a one-way analysis of covariance and a Pearson product-moment correlation test were performed. Findings: The t-test for independent groups revealed that the control and experimental groups were similar in terms of academic performance, attitude toward the course, and course anxiety on the pretest. The t-test for dependent groups conducted within the control and experimental groups revealed a significant difference between the two groups in terms of academic performance. While a significant difference in attitude scores was only found in the experimental group, the change in anxiety scores was not significant in either group. The ANCOVA test applied to the posttests of the control and experimental groups revealed a significant difference in favor of the experimental group in both academic performance and attitude scores, but no significant difference in anxiety scores. Conclusions: As a result of the study, it was found that the authentic learning activities applied in the experimental group caused a significant difference in favor of the experimental group in both academic achievement and attitude towards teaching. Although the anxiety level of the experimental group was lower than that of the control group in final test anxiety scores, this difference was not statistically significant. Keywords: authentic learning, academic achievement, attitudes toward math, math anxiety