Özet:

Humans show decision-making behavior in countless situations throughout their lives. In this context, it can be stated that the decision-making behavior is as much about the future of the person as the present. Considering the contribution of the classroom guidance activities carried out within the student personality services to personality development and the relationship between games and thinking, it is thought that both activities can be effective on decision-making processes. The purpose of the research, which is based on this idea, is to investigate the effects of classroom guidance activities designed to increase decision-making skills and mind-intelligence games on the decision-making skills of primary school 4th grade students. The study group was determined by using homogeneous sampling method in the research with the pretest-posttest and experimental/control group design. Six-week decision-making skills classroom guidance activities developed by the researcher were used in the determined experimental group during the process, and mind-intelligence games named Mancala, Surakarta and Bihar were used in the other determined experimental group. No intervention was made in the control group. The results of the research, in which the decision-making skills scale developed by Sever and Ersoy (2019) was used as a data collection tool, show that the six-week decision-making skills classroom guidance activities significantly increased the decision-making skills of the students, the mind-intelligence games taught and played for six weeks had no effect on their decision-making skills, and that there was no change in the decision-making skills of the control group, which did not receive any intervention.

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