Özet:

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.

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