Abstract:

In this study, the impact of experimental and applied methods in teaching on student success has been assessed. First of all, a learning environment is created in which the student can easily express the idea that he is actively involved in the learning process and in this way the learning motivation is high. This different learning environment is prepared in accordance with learning principles by staying connected to the educational management processes. In the prepared learning environment, the teaching process is organized by the theory of multi-intelligence and methods appropriate to the different learning styles of individuals. It is also selected the problems in which information is transferred to everyday life by linking to previous information, thus aimed at making the learning process easy and efficient. Research is a pre-test, final test, control group test model. The study group consists of students studying in the Ihsan Mermerci Anadolu High School 11-A and 11-B branches located in Istanbul Zeytinburnu district. Before the study, the experiment and control group of students were tested for the purpose of determining the similarity-diversity status of perceptions, the subject perception test for all students, the pre-test, the final test for the purpose of measuring the impact of the teaching process on the student success. Also, the opinions of the teacher who works with the experiment group students are also evaluated as qualitative. As an example in the application, the mathematics course, which is especially abstract and difficult to perceive, has been chosen for the first class of the subject "Spaces and Volumes of Floor Objects". The experimental group provides students with teamwork, providing students with materials that will enable them to learn by touching, watching, and discovering first-motivated videos. The executive teacher has been directed to discover students as a guide in the events, and methods of measurement and calculation are used in different ways to control the results they obtain in problem-solving. Students of the control group have been taught in accordance with the mathematical teaching program in the classroom environment. According to the findings obtained, the experimental teaching method has improved the student’s success and the perceptions of the students in the lesson have changed in a positive direction.

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