Research Article
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The Effect of Actionbound Application on Academic Success and Attitude on 6th Grade Field Measurement

Year 2023, Volume: 7 Issue: 15, 738 - 751, 21.10.2023
https://doi.org/10.31458/iejes.1345497

Abstract

This study aims to examine the effects of activities prepared using the Actionbound application on students' academic achievement and mathematical attitude in the field measurement subject in the 6th-grade mathematics course. The study was designed using a quasi-experimental design with a control group from quantitative research methods. The study group of research consists of students studying in two different 6th grades of a secondary school in the central district of Elazığ province in the school year 2022-2023. The achievement averages of the branches in the previous semester were used in forming the experimental and control groups and in ensuring the equivalence of the branches. The research, which was conducted in parallel with the MoNE curriculum, was applied simultaneously to the experimental and control groups. The research, which used parametric testing procedures due to the normal distribution of the data, was analyzed using the SPSS package program. The results show that the digital learning game developed using Actionbound improves performance and attitude, but does not cause a significant difference between the groups. It is recommended to extend the application period of the study and continue the study for one semester.

Ethical Statement

Ethical approval and written permission for this study were obtained from the Social and Human Sciences Research Ethics Committee of Fırat University with the decision dated 14/06/2023 and numbered 2023/12.

References

  • Ağırgöl, M., Kara, E., & Dönel-Akgül, G. (2022). Eğitsel dijital oyunlarla işlenen fen bilgisi dersin öğrencinin bilgilerinin kalıcılığına, akademik başarısına ve tutumuna etkisi [The effect of science lesson taught with educational digital games on student retention of knowledge, academic success and attitudes]. International Journal of Science and Education, 5(3), 157-176. https://doi.org/10.47477/ubed.1063920
  • Aksoy, N. C. (2014). Dijital oyun tabanlı matematik öğretiminin ortaokul 6. Sınıf öğrencilerinin başarılarına, başarı güdüsü, öz-yeterlik ve tutum özelliklerine etkisi. [Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy]. Doctoral dissertation, Gazi University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Aldemir-Engin, R. (2023). Matematik öğretmeni adaylarının dijital oyun tasarlama deneyimleri, görüş ve değerlendirmeleri: Draw your game örneği [Digital game design experiences, opinions and evaluations of pre-service mathematics teachers: An example of draw your game]. ODÜSOBİAD 13(1), 089-114. https://doi.org/10.48146/odusobiad.1103234
  • Anastasiadis, T., Lampropoulos, G. & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144.
  • Aslan, A., Turgut, Y.E., & Karakuş-Yılmaz, T. (2019). Implementation of design-based research in software engineering education: A case of final project course. Journal of Computer and Education Research, 7 (14), 480-495. https://doi.org/10.18009/jcer.610441
  • Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality & Quantity, 52(1), 129-145. https://doi.org/10.1007/s11135-017-0597-1
  • Avcu, S. (2023). Matematik öğretmen adaylarının scratch ile tasarlanan dijital matematik oyunlarıyla ilgili farkındalıkları [Prospective mathematics teachers’ awareness about digital mathematics games designed with scratch]. Van Yüzüncü Yıl University Journal of Education, 20(1), 126-149. https://doi.org/10.33711/yyuefd.1178451
  • Aytaş, G. & Uysal, B. (2017). Oyun kavramı ve sınıflandırılmasına yönelik bir değerlendirme [A review on play term and its classifıcation]. Manisa Celal Bayar University Social Sciences Journal, 15(1), 675-690. https://doi.org/10.18026/cbayarsos.298146
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods (14. Edit.)]. Ankara: Pegem Akademi.
  • Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games]. Mersin University Journal of the Faculty of Education, 4(2), 115-127.
  • Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Science, 35(1), 15-30.
  • Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. Journal of Computer Assisted Learning, 38(1), 304-325. https://doi.org/10.1111/jcal.12618 Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439. https://doi.org/10.1016/j.compedu.2013.06.005
  • Gülburnu, M. & Yıldırım, K. (2015). İlkokul ve ortaokul öğrencilerine yönelik matematik tutum ölçeği geliştirilmesi ve uygulanmasi [Developing and applying a mathematics attitude scale for primary and secondary school students]. Paper presented at the VI. International Türkiye Educational Research Congress-Ankara, Turkey.
  • Günbaş, N. & Öztürk, A. N (2022). Eğitim bilişim ağı (EBA) içeriklerinde yer alan dijital matematik oyunlarının Bloom taksisonomisine göre incelenmesi [Evaluation of digital mathematics games in education information network (EBA) based on Bloom’s taxonomy]. e-Kafkas Journal of Educational Research, 9(1), 253-278. https://doi.org/10.30900/kafkasegt.1009879
  • Hwang, G. J. & Chen, C. H. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950- 971. https://doi.org/10.1111/bjet.12464
  • Ilgaz-Büyükbaykal, C. & Abay-Cansabuncu, İ. A. (2020). Türkiye’de yeni medya ortamı ve dijital oyun olgusu [New media and digital media gaming in Turkey]. e-Journal of New Media, 4(1), 1-9. https://doi.org/10.17932/IAU.EJNM.25480200.2020.4/1.1-9
  • ISSA. (2007). Digital games may offer health benefits, experts suggest. Retrieved from http://www.issaonline.com/pressroom/downloads/exertainment.pdf
  • Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: an exploratory study. School Science and Mathematics, 121(3), 127–142. https://doi.org/10.1111/ssm.12452
  • Kara, N. (2021). Eğitsel mobil matematik oyunu ile sınıf içi oyunlaştırma: bir durum çalışması örneği [Gamification in the classroom with the educational mobile mathematics game: A case study example]. MSKU Journal of Education, 8(1), 85-101. https://doi.org/10.21666/muefd.764044
  • Kissi, L., & Dreesmann, D. (2017). Plant visibility through mobile learning? Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education, 52(4), 1-20. https://doi.org/10.1080/00219266.2017.1385506
  • Kocakaya, S. (2012). How much the experimental works are reliable? Journal of Research in Education and Teaching, 1(2), 225-231.
  • Livari, N., Sharma, S. & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • Meşe, S., & Meşe, C. (2022). Research trends on digital games and gamification in nursing education. Journal of Computer and Education Research, 10 (20), 734-750. https://doi.org/10.18009/jcer.1175412
  • Ministry of National Education [MoNE] (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. sınıflar) [Mathematics curriculum (primary and secondary school 1,2,3,4,5,6,7 and 8th grades)]. Ankara.
  • Özer, F. (2020). İlkokul öğrencilerinin dijital oyun tercihlerinin eğitsel bir perspektiften incelenmesi [An analysis of digital game preferences of primary school students from an educational perspective]. AUJEF, 4(4), 380- 398.
  • Prensky, M. (2008). The role of technology. Educational Technology, 48(6), 1-3.
  • Rosdiana, A. F., Busono, R. R. T., & Yosita, L. (2020). Student learning motivation on Actionbound application implementation in construction and building utilities subject. IOP Conference Series: Materials Science and Engineering, 830(4), 042085.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.) Boston, MA: Pearson.
  • Turner, P. E., Johnston, E., Kebritchi, M., Evans, S., & Heflich, D. A. (2018). Influence of online computer games on the academic achievement of nontraditional undergraduate students. Cogent Education, 5(1), 1437671. https://doi.org/10.1080/2331186X.2018.1437671
  • Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Educational Technology & Society, 15(3), 240–250.
  • Uğurel, I. (2003). Ortaöğretimde oyunlar ve etkinlikler ile matematik öğretimine ilişkin öğretmen adayları ve öğretmenlerin görüşleri [The Ideas of mathematics teacher candidates and mathematics teachers related of teaching mathematics with mathematical game and activities in high school level]. Master Thesis, Dokuz Eylül University, İzmir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Yavuzkan, H. (2019). Eğitsel dijital oyunların 5. sınıf öğrencilerinin matematik başarısına ve geneline etkisi [The effect of educational digital games on the 5th grade students’ mathematical achievement and attitudes]. Master Thesis, Niğde Ömer Halisdemir University, Niğde. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Yıldız, S. & Zengin, R. (2021). Dijital ve sinif içi eğitsel oyunlarla gerçekleştirilen fen eğitiminin okul öncesi öğrencilerinin bilişsel gelişim düzeylerine etkisi [The effects of science education provided with digital and in-class games on the cognitive development levels of preschool students]. EKEV Academy Journal, 86, 497-512.
  • Yıldız-Durak, H. (2019, June). Matematik öğretmenliği öğretmen adaylarının oyun algıları ve oyunların matematik eğitimine entegrasyonu ile ilgili görüşlerinin incelenmesi [Examination of pre-service mathematics teachers' perceptions of games and their views on the integration of games into mathematics education]. ERPA. International Congresses on Education, Sakarya.

The Effect of Actionbound Application on Academic Success and Attitude on 6th Grade Field Measurement

Year 2023, Volume: 7 Issue: 15, 738 - 751, 21.10.2023
https://doi.org/10.31458/iejes.1345497

Abstract

This study aims to examine the effects of activities prepared using the Actionbound application on students' academic achievement and mathematical attitude in the field measurement subject in the 6th-grade mathematics course. The study was designed using a quasi-experimental design with a control group from quantitative research methods. The study group of research consists of students studying in two different 6th grades of a secondary school in the central district of Elazığ province in the school year 2022-2023. The achievement averages of the branches in the previous semester were used in forming the experimental and control groups and in ensuring the equivalence of the branches. The research, which was conducted in parallel with the MoNE curriculum, was applied simultaneously to the experimental and control groups. The research, which used parametric testing procedures due to the normal distribution of the data, was analyzed using the SPSS package program. The results show that the digital learning game developed using Actionbound improves performance and attitude, but does not cause a significant difference between the groups. It is recommended to extend the application period of the study and continue the study for one semester.

References

  • Ağırgöl, M., Kara, E., & Dönel-Akgül, G. (2022). Eğitsel dijital oyunlarla işlenen fen bilgisi dersin öğrencinin bilgilerinin kalıcılığına, akademik başarısına ve tutumuna etkisi [The effect of science lesson taught with educational digital games on student retention of knowledge, academic success and attitudes]. International Journal of Science and Education, 5(3), 157-176. https://doi.org/10.47477/ubed.1063920
  • Aksoy, N. C. (2014). Dijital oyun tabanlı matematik öğretiminin ortaokul 6. Sınıf öğrencilerinin başarılarına, başarı güdüsü, öz-yeterlik ve tutum özelliklerine etkisi. [Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy Effects of digital game-based mathematics teaching on 6th grades students' achievement, motivation, attitude and self-efficacy]. Doctoral dissertation, Gazi University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Aldemir-Engin, R. (2023). Matematik öğretmeni adaylarının dijital oyun tasarlama deneyimleri, görüş ve değerlendirmeleri: Draw your game örneği [Digital game design experiences, opinions and evaluations of pre-service mathematics teachers: An example of draw your game]. ODÜSOBİAD 13(1), 089-114. https://doi.org/10.48146/odusobiad.1103234
  • Anastasiadis, T., Lampropoulos, G. & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144.
  • Aslan, A., Turgut, Y.E., & Karakuş-Yılmaz, T. (2019). Implementation of design-based research in software engineering education: A case of final project course. Journal of Computer and Education Research, 7 (14), 480-495. https://doi.org/10.18009/jcer.610441
  • Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality & Quantity, 52(1), 129-145. https://doi.org/10.1007/s11135-017-0597-1
  • Avcu, S. (2023). Matematik öğretmen adaylarının scratch ile tasarlanan dijital matematik oyunlarıyla ilgili farkındalıkları [Prospective mathematics teachers’ awareness about digital mathematics games designed with scratch]. Van Yüzüncü Yıl University Journal of Education, 20(1), 126-149. https://doi.org/10.33711/yyuefd.1178451
  • Aytaş, G. & Uysal, B. (2017). Oyun kavramı ve sınıflandırılmasına yönelik bir değerlendirme [A review on play term and its classifıcation]. Manisa Celal Bayar University Social Sciences Journal, 15(1), 675-690. https://doi.org/10.18026/cbayarsos.298146
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri [Scientific research methods (14. Edit.)]. Ankara: Pegem Akademi.
  • Çankaya, S., & Karamete, A. (2008). Eğitsel bilgisayar oyunlarının öğrencilerin matematik dersine ve eğitsel bilgisayar oyunlarına yönelik tutumlarına etkisi [The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games]. Mersin University Journal of the Faculty of Education, 4(2), 115-127.
  • Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Science, 35(1), 15-30.
  • Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. Journal of Computer Assisted Learning, 38(1), 304-325. https://doi.org/10.1111/jcal.12618 Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439. https://doi.org/10.1016/j.compedu.2013.06.005
  • Gülburnu, M. & Yıldırım, K. (2015). İlkokul ve ortaokul öğrencilerine yönelik matematik tutum ölçeği geliştirilmesi ve uygulanmasi [Developing and applying a mathematics attitude scale for primary and secondary school students]. Paper presented at the VI. International Türkiye Educational Research Congress-Ankara, Turkey.
  • Günbaş, N. & Öztürk, A. N (2022). Eğitim bilişim ağı (EBA) içeriklerinde yer alan dijital matematik oyunlarının Bloom taksisonomisine göre incelenmesi [Evaluation of digital mathematics games in education information network (EBA) based on Bloom’s taxonomy]. e-Kafkas Journal of Educational Research, 9(1), 253-278. https://doi.org/10.30900/kafkasegt.1009879
  • Hwang, G. J. & Chen, C. H. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950- 971. https://doi.org/10.1111/bjet.12464
  • Ilgaz-Büyükbaykal, C. & Abay-Cansabuncu, İ. A. (2020). Türkiye’de yeni medya ortamı ve dijital oyun olgusu [New media and digital media gaming in Turkey]. e-Journal of New Media, 4(1), 1-9. https://doi.org/10.17932/IAU.EJNM.25480200.2020.4/1.1-9
  • ISSA. (2007). Digital games may offer health benefits, experts suggest. Retrieved from http://www.issaonline.com/pressroom/downloads/exertainment.pdf
  • Joung, E., & Byun, J. (2021). Content analysis of digital mathematics games based on the NCTM content and process standards: an exploratory study. School Science and Mathematics, 121(3), 127–142. https://doi.org/10.1111/ssm.12452
  • Kara, N. (2021). Eğitsel mobil matematik oyunu ile sınıf içi oyunlaştırma: bir durum çalışması örneği [Gamification in the classroom with the educational mobile mathematics game: A case study example]. MSKU Journal of Education, 8(1), 85-101. https://doi.org/10.21666/muefd.764044
  • Kissi, L., & Dreesmann, D. (2017). Plant visibility through mobile learning? Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education, 52(4), 1-20. https://doi.org/10.1080/00219266.2017.1385506
  • Kocakaya, S. (2012). How much the experimental works are reliable? Journal of Research in Education and Teaching, 1(2), 225-231.
  • Livari, N., Sharma, S. & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • Meşe, S., & Meşe, C. (2022). Research trends on digital games and gamification in nursing education. Journal of Computer and Education Research, 10 (20), 734-750. https://doi.org/10.18009/jcer.1175412
  • Ministry of National Education [MoNE] (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. sınıflar) [Mathematics curriculum (primary and secondary school 1,2,3,4,5,6,7 and 8th grades)]. Ankara.
  • Özer, F. (2020). İlkokul öğrencilerinin dijital oyun tercihlerinin eğitsel bir perspektiften incelenmesi [An analysis of digital game preferences of primary school students from an educational perspective]. AUJEF, 4(4), 380- 398.
  • Prensky, M. (2008). The role of technology. Educational Technology, 48(6), 1-3.
  • Rosdiana, A. F., Busono, R. R. T., & Yosita, L. (2020). Student learning motivation on Actionbound application implementation in construction and building utilities subject. IOP Conference Series: Materials Science and Engineering, 830(4), 042085.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.) Boston, MA: Pearson.
  • Turner, P. E., Johnston, E., Kebritchi, M., Evans, S., & Heflich, D. A. (2018). Influence of online computer games on the academic achievement of nontraditional undergraduate students. Cogent Education, 5(1), 1437671. https://doi.org/10.1080/2331186X.2018.1437671
  • Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Educational Technology & Society, 15(3), 240–250.
  • Uğurel, I. (2003). Ortaöğretimde oyunlar ve etkinlikler ile matematik öğretimine ilişkin öğretmen adayları ve öğretmenlerin görüşleri [The Ideas of mathematics teacher candidates and mathematics teachers related of teaching mathematics with mathematical game and activities in high school level]. Master Thesis, Dokuz Eylül University, İzmir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Yavuzkan, H. (2019). Eğitsel dijital oyunların 5. sınıf öğrencilerinin matematik başarısına ve geneline etkisi [The effect of educational digital games on the 5th grade students’ mathematical achievement and attitudes]. Master Thesis, Niğde Ömer Halisdemir University, Niğde. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Yıldız, S. & Zengin, R. (2021). Dijital ve sinif içi eğitsel oyunlarla gerçekleştirilen fen eğitiminin okul öncesi öğrencilerinin bilişsel gelişim düzeylerine etkisi [The effects of science education provided with digital and in-class games on the cognitive development levels of preschool students]. EKEV Academy Journal, 86, 497-512.
  • Yıldız-Durak, H. (2019, June). Matematik öğretmenliği öğretmen adaylarının oyun algıları ve oyunların matematik eğitimine entegrasyonu ile ilgili görüşlerinin incelenmesi [Examination of pre-service mathematics teachers' perceptions of games and their views on the integration of games into mathematics education]. ERPA. International Congresses on Education, Sakarya.
There are 34 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Ebru Korkmaz 0000-0001-6250-3293

Early Pub Date October 14, 2023
Publication Date October 21, 2023
Submission Date August 18, 2023
Published in Issue Year 2023 Volume: 7 Issue: 15

Cite

APA Korkmaz, E. (2023). The Effect of Actionbound Application on Academic Success and Attitude on 6th Grade Field Measurement. International E-Journal of Educational Studies, 7(15), 738-751. https://doi.org/10.31458/iejes.1345497

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