Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey
Approval Date: 2021
Thesis Language: Turkish
Student: Merve Berber
Supervisor: DİLEK SEZGİN MEMNUNAbstract:
In this study, the effect of teaching the subject of Rational Numbers in middle school seventh grade mathematics course with the teaching method differentiated according to the dominant learning styles of the students on the academic achievement and mathematics anxiety of the students was examined. The research was carried out in a public secondary school in the district of Horasan in Erzurum province in the fall semester of the 2019-2020 academic year. This research was conducted with a total of 40 students studying in the seventh grade for 6 weeks. In the research, quantitative research methods were used to collect and interpret the data. The research is a quasi-experimental study with pretest-posttest control groups. The experimental and control groups within the scope of the research were determined as a result of the "General Achievement Test" prepared by the researcher, in terms of academic success and taking into account the willingness of the students to participate in the study. In the study, while the teaching method differentiated according to the learning styles of the students was applied in the experimental group, the course applications were made with the existing traditional methods in the control group. "Rational Numbers Achievement Tests" and "Mathematics Anxiety Scale" were administered to both groups before and after the application. In addition, before the application, the dominant learning styles of the students were determined by applying the "Grasha-Reichmann Learning Styles Scale" to the experimental group students, and different teaching course designs were prepared according to these styles. Shapiro-Wilk's test was used to test the assumption of normality in the analysis of the quantitative data obtained as a result of the applications. Then, in order to determine the relationship between the groups, dependent-independent t-test was used in groups with normal distribution, and Wilcoxon test and Mann Whitney-U test used in groups with not normal distribution. As a result of the study, a statistically significant difference was found between the mathematics course academic achievements of the students in the experimental and control groups, but when the results regarding math anxiety were compared, no statistically significant difference was found.