Özet:

In this study, it is aimed at developing the concepts of step value of primary school 3rd grade students. The research is designed according to a group-free semi-experienced design, pre-test-on-test control. Students with difficulties in scale value have formed the research work group. The study group included eight students. Data collection tools have been used to test the scale of scale value, anxiety and attitude scale. In the application, computer-supported teaching materials developed by researchers were used. The experimental process lasted 2 weeks and a total of 6 lessons hours. After the experimental process, the work group was tested and the durability test was applied after 3 weeks. In the analysis of the obtained data related samples have been used the t-test technique. The analysis resulted in a significant difference between the study group’s pre-test and final-test average points in terms of the percentage value. It has been shown that computer-backed educational materials have developed the student’s understanding of step value. Anxiety and attitude variables from the student’s sensual characteristics have also not had a meaningful impact on computer-backed education. When it comes to the durability test scores, there is no significant difference between the student's final test scores average and the durability test scores average.

Özet:

In this research, it is aimed to improve the students' understanding of the place value of the third-grade students. The research was designed according to pre-test post-test semi-experimental design without control group. The working group consist of students who have difficulty with place value. Eight students were included in the working group. As data collection tools, place value test, anxiety and attitude scale were used. The computer-aided instruction materials which developed by the researchers were used in practice. Experimental process took two weeks and a total of 6 hours. Following the experimental procedure, post-test was applied to the workgroup and retention test was applied after 3 weeks. In the analyzing data, paired samples t-test were used. As a result of the analysis, there was a meaningful difference between average scores the pre-test and post-test of the study group. Computer-aided instruction materials have been seen to improve students' understanding of place value. There was no significant effect of computer-assisted education on the students' math anxiety and attitude. When the retention test scores were examined, there was no significant difference between the post-test averages and the retention test averages of the students.

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