Abstract

This study examined the effect of scenario-based instruction of probability, one of the eighth-grade sub-learning areas of secondary school, on students' problem-posing skills. In addition, the opinions of eighth-grade students on the use of scenarios about probability instruction were also examined. The study was carried out in the 2018-2019 academic year. The study group consisted of 39 eighth-grade students studying in a secondary school in a city North of the Black Sea Region. Data collection tools used in the study were the Equivalence test, Problem-Posing Test, scenarios and activities prepared for the experimental group, and Semi-Structured Interview Form. Quantitative and qualitative approaches were used in the study. The research model was set as a pretest-posttest quasi-experimental model with a control group. Pretest and posttest were administered on the experimental and control groups. Equivalence test results of the experimental and control groups constitute the study's quantitative data. Quantitative data were analyzed with the SPSS 22.0 statistical program. Qualitative data of the study were obtained from Problem-Posing Test and Semi-Structured Interview Form. The study's qualitative data were analyzed using descriptive and content analysis from data analysis techniques. As a result of the study, both experimental and control group students were observed to be at a better level in the semi-structured problem-posing situation that could be solved using the given visual compared to the free and structured problem-posing situations. This study concluded that scenario-based mathematics teaching contributed positively to the problem-posing skills of the students, and the application had a positive effect on the students. For this reason, it is recommended to use the scenario-based instruction method in the problem-posing process in mathematics teaching.

Bu araştırma ile ortaokul sekizinci sınıf alt öğrenme alanlarından olan olasılık konusunun öğretiminde senaryo ile öğretimin öğrencilerin problem kurma becerilerine etkisi incelenmektedir. Ayrıca sekizinci sınıf öğrencilerinin olasılık konusunun öğretiminde senaryoların kullanımı ile ilgili görüşleri de incelenmiştir. Araştırma 2018-2019 eğitim öğretim yılında gerçekleştirilmiştir. Araştırma grubunu Karadeniz Bölgesi’ nin kuzeyinde bir ilde bulunan ortaokulda öğrenim gören 39, 8. sınıf öğrencisi oluşturmaktadır. Veri toplama araçları olarak denklik testi (DT), Problem Kurma Testi (PKT), deney grubunda kullanılmak üzere hazırlanmış senaryo ve etkinlikler ve Yarı Yapılandırılmış Görüşme Formu (YYGF) kullanılmıştır. Araştırmada nicel ve nitel yaklaşımlar kullanılmıştır. Araştırmanın modeli kontrol gruplu ön test son test yarı deneysel model olarak belirlenmiştir. Araştırmada deney ve kontrol grupları kullanılarak ön test ve son test uygulamaları yapılmıştır. Araştırmanın nicel verilerini deney ve kontrol gruplarının Denklik Testi sonuçları oluşturmaktadır. Nicel verilerin analizi SPSS 22.0 istatistik programı ile analiz edilmiştir. Araştırmada nitel veriler PKT ile YYGF’den elde edilmiştir. Araştırmanın nitel verileri nitel veri analiz tekniklerinden betimsel ve içerik analizi kullanılarak çözümlenmiştir. Araştırma sonucunda deney ve kontrol grubu öğrencilerinin verilen görsele uygun çözülebilen yarı yapılandırılmış problem kurma durumunda serbest ve yapılandırılmış problem kurma durumlarına göre daha iyi düzeyde oldukları görülmüştür. Bu araştırma ile senaryo tabanlı yapılan matematik öğretiminin, öğrencilerin problem kurma becerilerine olumlu katkı sağladığı ve uygulamanın öğrenciler üzerinde çoğunlukla olumlu bir etki bıraktığı sonucuna ulaşılmıştır. Bu nedenle matematik öğretiminde senaryo tabanlı öğretim yönteminin problem kurma sürecinde kullanılması önerilmektedir.

Abstract

This study examined the effect of scenario-based instruction of probability, one of the eighth-grade sub-learning areas of secondary school, on students' problem-posing skills. In addition, the opinions of eighth-grade students on the use of scenarios about probability instruction were also examined. The study was carried out in the 2018-2019 academic year. The study group consisted of 39 eighth-grade students studying in a secondary school in a city North of the Black Sea Region. Data collection tools used in the study were the Equivalence test, Problem-Posing Test, scenarios and activities prepared for the experimental group, and Semi-Structured Interview Form. Quantitative and qualitative approaches were used in the study. The research model was set as a pretest-posttest quasi-experimental model with a control group. Pretest and posttest were administered on the experimental and control groups. Equivalence test results of the experimental and control groups constitute the study's quantitative data. Quantitative data were analyzed with the SPSS 22.0 statistical program. Qualitative data of the study were obtained from Problem-Posing Test and Semi-Structured Interview Form. The study's qualitative data were analyzed using descriptive and content analysis from data analysis techniques. As a result of the study, both experimental and control group students were observed to be at a better level in the semi-structured problem-posing situation that could be solved using the given visual compared to the free and structured problem-posing situations. This study concluded that scenario-based mathematics teaching contributed positively to the problem-posing skills of the students, and the application had a positive effect on the students. For this reason, it is recommended to use the scenario-based instruction method in the problem-posing process in mathematics teaching.