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Bu araştırmanın amacı, öğrencilerin öğrenme problemleri yaşadıkları “Madde ve Değişim” ünitesinin öğretiminde uygulanan eğitsel oyun, okuma-yazma-oyun, okuma-yazma-uygulama ve programa dayalı öğretim yöntemlerinin öğrencilerin akademik başarı, motivasyon, kaygı ve bilgilerinin kalıcılığına etkisini incelemektir. Araştırmada deneysel desenlerden öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada Erzurum ili merkezinde bir devlet ortaokuluna devam eden 149 beşinci sınıf öğrencisi ile çalışılmıştır. Verilerin toplanmasında önbilgi testi, akademik başarı testi, motivasyon ölçeği, kaygı ölçeği ve kalıcılık testi kullanılmıştır. Verilerin parametrik testlerin uygulanmasına uygun olduğu tespit edildiğinden analizlerde tek yönlü ANOVA kullanılmıştır. Uygulama sonunda öğrencilerin akademik başarıları bakımından eğitsel oyun ve programa dayalı öğretim uygulanan öğrenciler arasında eğitsel oyun yöntemi uygulanan öğrenciler lehine anlamlı farklılığın olduğu belirlenmiştir. Öğrencilerin öğrenme motivasyonları açısından eğitsel oyun, okuma-yazma-oyun ve programa dayalı öğretim uygulanan öğrenciler arasında eğitsel oyun yöntemi uygulanan öğrenciler lehine anlamlı fark olduğu belirlenmiştir. Öğrencilerin öğrenme kaygıları açısından tüm yöntemler arasına eğitsel oyun yöntemi lehine ve okuma-yazma-uygulama ve programa dayalı öğretim uygulanan öğrenciler arasında okuma-yazma-uygulama yöntemi lehine anlamlı fark olduğu belirlenmiştir. Bilgilerin kalıcılığı açısından tüm yöntemler arasında eğitsel oyun yöntemi uygulanan öğrenciler lehine anlamlı fark olduğu tespit edilmiştir. Sonuç olarak eğitsel oyun yönteminin öğrencilerin yaşadıkları öğrenme problemlerinin giderilmesinde daha etkili olduğu belirlenmiştir.
The aim of this research is to study the impact of educational games, reading-writing-play, reading-writing-application and program-based teaching methods applied in the teaching of the "Material and Change" unit where students experience learning problems on the student's academic success, motivation, anxiety and knowledge durability. The research has used a semi-experimental pattern with a predest-sontest control group from experimental patterns. The study was conducted with 149 fifth-class students on a state high school in the center of Erzurum. In data collection, the pre-conscious test, the academic success test, the motivation scale, the scale of anxiety and the durability test were used. Since the data was found to be appropriate for the implementation of parametric tests, one-way ANOVA was used in the analysis. At the end of the application, there is a significant difference in student academic achievements in terms of educational game and program-based teaching between students applying educational game method in favour of students. It has been determined that in terms of student learning motivations there is a significant difference in the benefit of students who apply educational game, reading-writing-game and program-based teaching between students. It has been determined that there is a significant difference in learning concerns between all methods in favor of the educational game method and in favor of the reading-writing-application and program-based teaching method among students. In terms of the durability of information, it has been found that there is a significant difference in the benefit of students who apply the educational game method between all methods. As a result, the educational game method has been established to be more effective in solving the learning problems students experience.
This study aims to investigate the effects of educational games, reading-writing-game, reading-writing-application methods and program-based teaching applications on students’ academic achievement, learning motivation, learning anxiety, and retention of knowledge in Matter and Alteration unit, in which students have learning problems. Pretest-posttest control group quasi-experimental design was used. The study was conducted with 149 5th grade students attending a public secondary school in the center of Erzurum. For data collection, prior knowledge, academic achievement and retention tests, motivation and anxiety scale test were used. For the data analysis, One-way ANOVA was used. Results showed that there was a significant difference in favor of the students who applied the educational game method over the students who applied educational game method and program based teaching in terms of students' academic achievements. A significant difference was also found in favor of the students who applied the educational game method over the students who applied the educational game, reading-writing-game and program-based instruction in terms of students' learning motivation. There was an overall significant difference in favor of the educational game method, and in favor ofthe reading-writing-application method over students who applied reading-writing-application and program-based teaching in terms of students’ learning anxiety. In terms of retention of knowledge, it was found that there was a significant difference in favor of the students who applied the educational game method among all methods. As a result, it was determined that the educational game method is more effective in eliminating the learning problems experienced by the students.
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