Birleştirilmiş sınıflarda matematikle oynuyorum programının dört işlem problemlerini çözme becerisi üzerine etkisi

GAYE FİLAZOĞLU

Birleştirilmiş sınıflarda matematikle oynuyorum programının dört işlem problemlerini çözme becerisi üzerine etkisi

Thesis Type: Postgraduate

Institution Of The Thesis: Van Yüzüncü Yıl University, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri (Yl) (Tezli), Turkey

Approval Date: 2025

Thesis Language: Turkish

Student: GAYE FİLAZOĞLU

Supervisor: Halil İbrahim Özok

Open Archive Collection: AVESIS Open Access Collection

Abstract:

This study aimed to examine the effect of the program titled Game-Based Mathematics: Playing with Math Program (MOP) on the four-operation problem-solving skills of students in multigrade classrooms. During the development process of the program, relevant literature was reviewed, similar game-based instructional practices were analyzed, and the content and structure of the program were designed accordingly. A controlled 2×3 split-plot (mixed) experimental design including pre-test, post-test, and follow-up test was employed throughout the study. The study group consisted of 24 students (12 in the experimental group and 12 in the control group) who were 3rd and 4th graders studying in multigrade classrooms in Tuşba district of Van province during the 2024–2025 academic year. Throughout the experimental implementation, the MOP program was applied to the experimental group for 8 weeks, with two class hours per week. In the control group, instruction continued based on the official curriculum of the Ministry of National Education using traditional methods. In the research model, the MOP program was defined as the independent variable, while the students' four-operation problem-solving skills served as the dependent variable. The data collected through the tests developed for both groups were analyzed using the SPSS software. To compare the initial scores of the experimental and control groups, an independent samples t-test was conducted. For repeated measurements, ANOVA was used, and post-hoc tests were applied to identify the source of the differences. The results indicated that the MOP program significantly and sustainably improved students' ability to solve four-operation problems. The findings were compared with existing literature, and recommendations were provided for educational practice and future research.