LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	80096
Collocazione	UPS BIBL CENTR SL-II-91
Autore	DEMIREL, T.
Titolo	The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students. Parte componente di periodico
Descrizione fisica	pp. 1482-1494.
Nota generale	Estratto da: British Journal of Educational Technology 2019, 50, 3.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	IMPEGNO.
	APPRENDIMENTO.
	SCUOLA SECONDARIA.
	SVILUPPO.
	STUDENTI.
	GIOCO.
	COMPETENZE.
	DOCENTI.
	TURCHIA.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	YILMAZ, T.K.
Titolo correlato	British Journal of Educational Technology 2019, 50, 3.
Accesso online	Accesso diretto all'articolo

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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.