Çiftçi İ., Bilgin E. A., Zabun Ş. N.
Eğitim Bilim ve Araştırma Dergisi, cilt.6, sa.2, ss.211-239, 2025 (Hakemli Dergi)
Özet
The aim of this study is to examine the contribution of using a geoboard and geometric
model sets in teaching the topic of quadrilaterals in 5th-grade mathematics lessons to students’
academic achievement and attitudes toward geometry. The research was conducted with a total
of 41 students (control group n = 18, experimental group n = 23) enrolled in a public middle
school in Van, Türkiye. While material-supported instruction was applied to the experimental
group, the control group was taught using traditional teaching methods. During the research
process, an achievement test and a geometry attitude questionnaire were administered as pretests and post-tests. The data were analyzed using quantitative analysis techniques, and the
independent samples t-test and Mann–Whitney U test were employed. The findings indicated
an increase in both achievement and attitude scores in both groups; however, no statistically
significant difference was found between the groups. The results suggest that although concrete
materials contribute to the learning process, such contributions may not reach a statistically
significant level in short-term implementations.