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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2024 / Volume: 13 Issue: 4

How Concept Cartoons-supported 5E Model Affects Mathematics Performance and Motivation of Secondary School Students

Neslihan Usta(BARTIN UNIVERSITY, FACULTY OF EDUCATION)0000-0003-2662-1975
Beyza Turan(BARTIN UNIVERSITY, FACULTY OF EDUCATION)0009-0002-2671-8849
Hande Açar(BARTIN UNIVERSITY, FACULTY OF EDUCATION)0009-0000-8034-1013
Melisa Çakır(BARTIN UNIVERSITY, FACULTY OF EDUCATION)0009-0006-1729-5003
Çisem Ceylani(BARTIN UNIVERSITY, FACULTY OF EDUCATION)0009-0000-4432-1218
Pages
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Publication Date
2024-10-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Several suggestions were made based on study results.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigates how the concept cartoons-supported 5E model affects secondary school students' mathematics performance and motivation.
📊
Key Findings & Data:The participants of the study were 7th-grade students of a public secondary school in the Western Black Sea region in the academic year 2021-2022.
💡
Conclusion & Impact:Several suggestions were made based on study results.
🔬Design:Modeling & Simulation
📍Scope:2021-2022 Verileri
⚙️Variables:5E Learning Model · concept cartoons · mathematics achievement

Abstract

This study investigates how the concept cartoons-supported 5E model affects secondary school students' mathematics performance and motivation. A pre-and post-test design with a control group (CG) and experimental group (EG), a quasi-experimental quantitative method, was employed in the study. The participants of the study were 7th-grade students of a public secondary school in the Western Black Sea region in the academic year 2021-2022. EG had 16 students, and CG had 18. Concept cartoons prepared according to the 5E learning model were used in EG. On the other hand, CG was instructed according to the curriculum, and there was no concept cartoons-supported exercise. In the study, the 20-question multiple-choice Mathematic Achievement Test prepared by Özkan (2019) and the Mathematics Motivation Scale developed by Üzel et al. were administered to the groups twice as a pre-test and post-test. Mann-Whitney U and Wilcoxon signed-rank tests were employed in the data analysis. As a result of the study, no significant differences were found between EG and CG regarding "mathematics performance" and "mathematics motivation" variables. Several suggestions were made based on study results.

🔖

Cite This Article

Usta, N., Turan, B., Açar, H., Çakır, M., Ceylani, Ç. (2024). How Concept Cartoons-supported 5E Model Affects Mathematics Performance and Motivation of Secondary School Students. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 13 Issue: 4. https://doi.org/10.14686/buefad.1373100

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