Özet:

The purpose of this test re-test experimental study was to investigate impact of enriched teaching activities on students' academic self-concept and cognitive learning in 3rd grade mathematics classes. Analysis of covariance was used in comparing experimental and control groups' means on educational outcomes (cognitive outcome) and affective learning. In order to do so, students' means on post-test were adjusted according to their scores on the pretest. Significant differences were further examined with Benforroni test. Results showed that enriched teaching activities contributed to student's cognitive and affective learning. However, the contribution was not to the expected degrees. Results also showed that students' academic self-confidence and their levels of achievement depended on the instructional process as well as students' characteristics prior to instruction.

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