The effect of 5e learning model enriched with coding on primary school mathematics lesson
Education and Information Technologies, vol.29, no.7, pp.7969-7995, 2024 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 29 Issue: 7
- Publication Date: 2024
- Doi Number: 10.1007/s10639-023-12129-1
- Journal Name: Education and Information Technologies
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
- Page Numbers: pp.7969-7995
- Keywords: 21st Century Skills, 5E learning model, Coding with Scratch, Constructivist Approach, Mathematics achievement
- Süleyman Demirel University Affiliated: Yes
Abstract
This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students’ mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants’ attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students’ post-attitude scores on behalf of the experimental group.