Abstract:

In this study, it is aimed to examine the effect of creating a positive discourse environment while teaching decimal fraction in fourth grade on students’ success. In this study, a pre-test post-test with control group design, which is a quasi-experimental design, was utilized. In order to identify the effectiveness of positive discourse environment on teaching decimal fractions one control group and one experimental group was formed among fourth grades in the same school. In experimental group, before starting decimal fractions, the researcher informed the teacher about what should be done in order to create a positive discourse environment. An achievement test on decimal fractions was prepared to assess students’ knowledge level before and after conducting decimal fractions lessons. The achievement test was administered to both control and experimental group students as pre-test, post-test and retention test. In the study, covariance analysis with one factor (ANCOVA) was computed to identify the difference between the groups after experimental intervention. At the end of one way covariance analysis, statistically significant difference was identified between the groups in terms of their post-test and retention test scores that were adjusted according to their average pre-test scores. In addition to that, ANOVA with one factor was run to find out if there is a significant difference between each group’s scores. There is a statistical difference between experimental group students’ pre-test, post-test and retention test scores. There is a statistical significant difference between the pre-test and post-test scores of the experimental group students and the pre-test and retention test score.

Keywords: