EFFECTIVENESS OF UTILIZING SCENARIO-BASED INSTRUCTION TO TEACH “FUNCTIONS” TO HIGH SCHOOL STUDENTS IN MATHEMATICS CLASSES
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Abstract
The aim of this study was to investigate the effects of teaching the subject of “Functions”, utilizing scenarios associated with everyday life, to high school students in terms of their academic achievements. The study was carried out with twenty 10th grade students at a high school in a district of Bartin, Turkey in the 2018–2019 school year. In the study, which was based on the Mixed Methods, a weak quasi-experimental design with one pre-test and post-test group, was employed. Function achievement test (FAT) and semi-structured student interview form (SSIF) were used as data collection tools. During the study, scenarios and activities with the examples of daily life related subject of functions were applied for a period of 8 weeks. In the research, the quantitative data were analyzed via the Wilcoxon Signed-Ranks Test, and the qualitative data were analyzed using the coding technique. As a result of the analyses, it was observed that there was a significant difference between the pre-test and post-test scores in favor of the post-test.
Keywords: function, high school students, use of scenarios, mathematics, achievement
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