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The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

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  • Aziz Ä°lhan

Abstract

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

Suggested Citation

  • Aziz Ä°lhan, 2021. "The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions," SAGE Open, , vol. 11(1), pages 21582440211, March.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:1:p:21582440211003567
    DOI: 10.1177/21582440211003567
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    References listed on IDEAS

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    1. Linda K. Schlosser & Betsy Balzano, 2014. "Playing to Learn," SAGE Open, , vol. 4(4), pages 21582440145, November.
    2. Brooke Moore & Alison G. Boardman & Clara Smith & Amy Ferrell, 2019. "Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection," SAGE Open, , vol. 9(3), pages 21582440198, July.
    3. Megumu D. Burress & John M. Peters, 2015. "Collaborative Learning in a Japanese Language Course," SAGE Open, , vol. 5(2), pages 21582440155, April.
    4. Shane Tilton, 2019. "Winning Through Deception: A Pedagogical Case Study on Using Social Deception Games to Teach Small Group Communication Theory," SAGE Open, , vol. 9(1), pages 21582440198, February.
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