Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının Öğrencilerin Matematik Başarılarına Etkisi

Abstract

The aim of this research is to investigate the effect of the Argument Based Science Learning (ABSL) approach on 9th grade students of secondary school on mathematics achievement in terms of functions. The study sample consists of 22 students in Bayburt who study in the 9th grade in a high school during the 2012-2013 academic year. A quantitative method was used in the study and the study consisted of a single experimental group with pre-test and post-test weak experimental design. As a data collection tool; Achievement Test (FAT) developed by the researcher and Mathematics Reasoning Approach (MRA) student template are used as data collection tools. The SPSS 18.0 package program was used in the analysis of the data obtained from the pre-test post-test for the Functional Achievement Test. The skewness and kurtosis values for the normality condition, which is the condition of the parametric, were examined between -1 and +1 and the paired sample t-test was performed. The skewness and kurtosis values of the Functional Achievement Test, which are separated into categories, are between -1 and +1 and the paired sample t-test is used. The correlation between scores in MRA reports and scores in FAT post-test test was examined. According to the results obtained from the research, it was determined that there is a significant difference in favor of the end test when evaluating the achievement test results applied to the students before and after the functions based on the Argument Based Science Learning approach. A moderate, positive significant relation was found between MRA report scores and FST posttest scores (r=.614).