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Bu araştırmanın amacı, farklılaştırılmış öğretim yaklaşımının ilkokul üçüncü sınıf öğrencilerinin matematik dersindeki başarılarına ve tutumlarına etkisini belirlemektir. Araştırma nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel modele göre tasarlanmıştır. Araştırmanın çalışma grubunu Adana ili Ceyhan ilçesinin alt sosyo-ekonomik düzeyinde bulunan bir devlet ilkokulunun üçüncü sınıf öğrencileri oluşmaktadır. Veri toplama aracı olarak, “matematik başarı testi” ve “matematik tutum ölçeği” kullanılmıştır. Araştırmada, öğrencilerin deney öncesi ve sonrasındaki test puanlarını karşılaştırmak amacıyla bağımsız grupla t testi Analizi kullanılmıştır. Araştırma sonunda elde edilen verilere göre, başarı testi son test ve kalıcılık puanları açısından deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Ancak deney grubundaki öğrencilerle, kontrol grubundaki öğrencilerin deney öncesi, sonrası ve kalıcılık tutum puanları arasında anlamlı bir fark olmadığı sonucuna ulaşılmıştır.
The aim of this research is to determine the impact of a differentiated teaching approach on the achievements and attitudes of primary-school third-class students in the math course. The research is designed according to the semi-experimental model of the pre-test-final test control group of quantum research methods. The study group consists of third-class students of a state primary school located at the lower socio-economic level of Adana or Ceyhan district. As a data collection tool, "matematical success test" and "matematical attitude scale" were used. In the study, t test analysis was used to compare students' pre- and post-examination test scores with independent groups. According to the data obtained at the end of the study, the success test found a statistically significant difference in the benefit of the test group in terms of the final test and durability scores. However, with students in the experimental group, the conclusion was that there was no significant difference between students in the control group’s pre-examination, post-examination and durability attitude points.
This study has been carried out in order to define the effects of differentiated instruction method on the mathematical attitudes and achievements of primary school third grade learners. . It is designed on semi-experimental model with pretest and posttest control group. The population of the study consists of 3rd grade public primary school students educating at low socio-economic level in Ceyhan county of Adana province. The data has been collected by using “Mathematics Achievement Test” and “Mathematics Attitude Scale”. In order to compare the test scores of the students before and after the experiment, an independent group t-test was used. According to the data obtained at the end of the study, a statistically significant difference was found in favor of the experimental group in terms of achievement test posttest and retention scores. However, it was concluded that there was no significant difference between the students in the experimental group and the students before and after the experime.
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