The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

Aziz İlhan

doi:10.1177/21582440211003567

Abstract

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

Highlights

Teachers’ use of games in the classroom environment affects the perspectives of the children on the school and mathematics (Turgut & Temur, 2017)
The study aimed to investigate the effects of geometry instruction activities in nature conducted with modeling, game-based, and collaborative learning methods on geometry achievements, motivation, and visual mathematics literacy perceptions of elementary school students
The independent variable was the three instruction methods conducted within the context of geometry activities performed in nature, and the dependent variables were the Geometry Achievement Test (GAT), Mathematical Motivation Scale (MMS), and the Visual Mathematical Literacy Perception Scale (VMLPS) scores

Summary

Introduction

Teachers’ use of games in the classroom environment affects the perspectives of the children on the school and mathematics (Turgut & Temur, 2017). Three instruction methods where the teacher only leads and the learners play an active role are game-based, modeling, and collaborative learning methods The use of these studentcentered instruction methods in the instruction process was considered to increase the interest in the course and student achievement. The present study aimed to investigate the effect of the implementation of three student-oriented instruction methods that are considered to have a more permanent impact on achievement, motivation, and visual mathematics literacy perception. The inclusion of the latter variable in the study was because the concepts of mathematical literacy and visual mathematics literacy perception were included among the skills that the students should acquire according to the National Council of Teachers of Mathematics (NCTM) as of 2000, and these concepts were introduced by the Ministry of Education in 2017 and 2018 mathematics curricula (MoNE, 2018; NCTM, 2000). The fact that the literature review revealed no studies that analyzed achievement, visual mathematics literacy perception, and mathematical motivation based on the above-mentioned three methodologies underlines the unique character of the present study

Aim of the Study

Method

Findings