Abstract:

The aim of this study is to study the impact of game-based learning practices on students within the course of science "Material and Change" unit. The study was conducted by 2 groups, with 44 5th-class students participating in the study, one of which consisted of a experimental group of 24 people and the other a control group of 20 people. The study used the "pre-test estest control group semi-experimental pattern" model. The "Material and Change Unit Success Test (MDÜBT)", "Fen Sciences Course Attitude Scale (FBDYTÖ)" and "Fen Sciences Course Equality Scale (FBDÖÖÖ)" are applied as a pre-test estest for both groups. As a quality data collection tool, the "Game-based Learning Applications Interview Form (OTÖUGF)" prepared by the researcher was applied to students. For the analysis of Nicel data, "Mann Whitney U test", "Independent samples t test", "Related samples t test" and "Wilcoxon Signed sequence test" were used. The analysis found that there was a difference in attitude levels between the two groups, but there was no statistically significant difference in academic success and self-sufficiency levels, and that most of the students had positive views on game-based learning practices.

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