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The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students
ARTICLE

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British Journal of Educational Technology Volume 50, Number 3, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem‐solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre‐test–post‐test control group design from single‐factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem‐solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem‐solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.

Citation

Demirel, T. & Karakus Yilmaz, T. (2019). The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students. British Journal of Educational Technology, 50(3), 1482-1494. Wiley. Retrieved May 23, 2019 from .