In
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o
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t
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on
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R
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se
arc
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in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
145~
1
5
0
ISSN
: 2252-
88
22,
D
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:
10.11
59
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.
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176
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com
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ERE
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e teaching
problem on mathematics
Y
a
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s
2
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partm
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im
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Ed
ucation
,
T
ok
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az
i
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anpas
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Univ
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rsity
,
Turkey
2
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cat
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urk
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Art
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fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Jan
6
, 2019
Re
vise
d F
e
b 17,
201
9
A
c
c
e
pte
d
F
eb 28,
201
9
Th
e
ai
m
of
t
his
st
ud
y
is
t
o
d
e
term
i
n
e
t
h
e
eff
e
ct
o
f
m
a
th
e
m
ati
c
s
t
eachi
n
g
w
ith
carto
on
s
on
t
he
p
robl
em
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ol
v
i
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l
l
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o
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p
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im
ary
s
c
h
o
o
l
2
n
d
g
r
ade
st
ud
e
n
ts
bas
e
d
on
add
i
t
i
on
a
n
d
s
u
b
st
racti
on.
I
n
th
e
res
earch
,
p
r
etes
t-p
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ttest
c
ontrol
gro
u
p
des
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g
n
o
f
t
h
e
e
x
peri
m
e
ntal
m
o
d
el
w
as
u
sed.
I
n
the
clas
sro
om
w
here
th
e
ex
perim
e
n
t
al
g
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up
s
tud
e
nts
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e
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c
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ti
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pl
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th
e
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rrent
p
rog
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am
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as
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ch
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met
h
o
d
w
as
u
se
d
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t
he
con
t
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ou
p
class
.
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h
e
t
arget p
o
pu
lati
on
o
f th
e
st
ud
y
co
nsist
ed of
2
n
d
grad
e
st
ud
ents
o
f
all
pri
m
ary
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ools
of
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he
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i
n
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s
try
of
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ati
o
n
a
l
Edu
catio
n
of
M
e
rsi
n
.
The
popu
lati
on
o
f
th
e
s
t
ud
y
con
s
isted
o
f
2
n
d
g
rade
s
tud
en
ts
o
f
all
p
r
ima
r
y
sc
ho
o
l
s
of
t
h
e
M
in
i
s
try
of
N
a
t
io
na
l
Edu
c
a
t
io
n
o
f
M
e
r
s
i
n
.
Th
e
stu
dy
was
con
d
u
c
ted
fo
r
4
weeks
in
t
he
f
all
se
m
e
s
t
er
o
f
the
201
5-2
016
acad
emi
c
year.
T
h
e
exp
e
ri
m
e
ntal
g
rou
p
c
on
si
s
t
ed
o
f
17
s
tuden
t
s
an
d
th
e
c
o
n
t
r
ol
g
ro
up
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te
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o
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1
3
stu
d
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nt
s.
I
n
o
r
de
r
to
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e
t
e
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m
i
ne
t
he
v
a
l
id
ity
a
n
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reli
abili
t
y
of
th
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ach
ievem
e
n
t
t
est
used
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n
th
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s
t
u
d
y
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item
analy
s
i
s
w
as
p
erf
o
rm
ed
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it
h
t
h
e
TA
B
pro
g
ram
.
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he
t
-test
w
a
s
used
t
o
d
e
term
in
e
wh
eth
e
r
th
ere
was
a
si
gnif
i
c
a
n
t
d
iff
e
rence
betw
een
t
h
e
p
re-t
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an
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po
st-t
est
s
c
ore
s
o
f
t
h
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g
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o
u
p
s
.
As
a
r
e
s
ult
o
f
t
h
e
r
esear
ch,
it
w
a
s
ob
served
t
hat
th
e
s
u
ccess
o
f
t
h
e
s
t
u
d
ents
i
n
the probl
e
m solving
i
n
add
ition
a
n
d
subs
t
r
acti
o
n
educat
ion has
i
n
c
r
eas
ed.
K
eyw
ord
s
:
A
d
i
t
i
o
n a
nd s
u
brac
t
i
o
n
C
a
rto
on
Pr
ob
le
m
solvi
n
g
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ya
si
n
Go
kbul
ut
,
D
e
pa
rtme
nt
o
f
P
r
im
a
r
y
Ed
ucati
o
n
,
To
kat G
a
zi
osma
npa
şa
U
nive
rsity,
A
3
0
4
Ta
ş
l
ı
çi
ftl
i
k K
a
m
püs
ü,
M
e
r
kez
/
T
o
k
a
t, Tur
key.
Em
ail:
yas
i
ng
k
b
u
l
ut
@
y
ah
o
o
.c
om
1.
I
N
TR
OD
U
C
TI
O
N
To
l
ea
rn,
t
o
u
nders
tan
d
a
n
d
t
o
l
e
arn
m
a
the
m
atics,
f
i
r
st
o
f
all,
t
o
beg
i
n
to
r
e
c
og
n
i
ze
m
athe
ma
tic
s
corr
ectl
y
.
Al
th
ou
g
h
m
a
t
he
ma
ti
c
s
i
s
a
s
u
b
j
ec
t
t
h
at
i
s
no
t
so
p
o
p
ul
a
r
b
y
mo
st
s
tud
e
nt
s,
i
t
s
a
pp
ro
a
c
h
to
ma
them
at
i
c
s
a
llow
s
i
t
t
o
b
e
lo
ve
d,
u
n
d
e
r
stoo
d
an
d
val
u
e
d
y
e
t
m
a
t
h
e
m
a
t
ic
s
ex
is
ts
i
n
e
v
ery
m
o
me
nt
o
f
our
live
s
.
Tha
n
ks
t
o
an
i
nter
es
t
in
m
athe
ma
tics,
t
he
p
ro
b
l
em
s
enc
o
u
nte
r
e
d
i
n
dai
l
y
l
ife
c
a
n
be
o
ve
rcom
e,
e
ve
n
t
s
ca
n be
e
a
s
i
l
y u
nde
rs
t
o
o
d
a
nd
the
t
h
in
k
i
n
g
d
i
m
e
n
sion
can
g
uide
p
eo
pl
e how t
o
l
o
o
k
a
t
life
[
1
].
Ma
the
m
a
tics
i
s
t
he
m
ost
im
p
o
rta
n
t
p
a
rt
o
f
l
i
fe
a
par
t
f
r
o
m
be
in
g
a
s
cien
t
i
fic
ap
proa
c
h
.
In
p
art
i
c
u
lar
,
ma
them
at
i
c
s
is
a
lw
ays
use
d
i
n
pr
ob
lem
so
lv
in
g
tec
h
n
i
que
s.
T
he
p
r
oble
m
w
or
d
n
o
w
re
fe
rs
t
o
t
h
e
di
ff
i
c
ult
i
es
e
n
co
un
t
e
red
no
t
onl
y
i
n
t
e
r
ms
o
f
nu
mb
er
v
a
l
u
e
s,
b
ut
a
l
s
o
i
n
t
e
r
m
s
o
f
pro
b
lem
P
r
oblem
.
There
f
ore
,
ma
them
at
i
c
al l
og
ic
i
s
inc
l
u
d
e
d
in a
ll
ed
uca
t
i
ona
l pr
oces
ses
fro
m
pr
i
m
ar
y e
duc
a
t
ion
[2].
Th
e
a
c
ti
v
iti
es
t
h
a
t
will
b
e
u
s
e
d
i
n
mat
h
e
m
a
t
i
c
s
l
e
sson
a
re
t
o
p
r
e
par
e
s
t
u
d
e
nt
s
for
life
;
s
ho
uld
ha
ve
lear
n
i
n
g
e
nvir
onm
en
ts
t
hat
a
l
l
o
w
s
t
u
d
e
n
ts
t
o
s
o
lve
pro
b
le
m
s
a
nd
t
o
de
v
e
lo
p
t
h
eir
lo
g
i
c
a
l
s
k
i
lls
by
re
a
s
o
n
in
g
[3].
I
n
re
cent
ye
ars,
s
ig
n
i
f
i
c
a
nt
c
h
a
n
g
es
h
a
v
e
oc
curre
d
in
t
he
pers
pe
ct
iv
e
of
m
a
t
hem
a
t
i
c
s
e
duc
a
t
ion.
I
n
t
h
is
w
a
y,
m
athem
a
tic
s
ed
uc
a
t
i
on,
n
o
t
o
n
l
y
t
o
k
now
m
at
hem
a
t
i
cs,
c
a
n
p
r
acti
c
e
w
ith
t
he
k
now
led
g
e,
p
ro
blem
-
so
l
v
i
ng
a
i
ms
t
o
br
ing
peo
p
l
e
to
l
ife
[4]
.
T
here
fore
,
di
f
f
er
ent
m
e
t
h
o
d
s
a
n
d
te
c
h
n
i
q
u
e
s
u
sed
i
n
m
athe
m
a
tic
s
educ
a
t
i
o
n w
ill pr
epar
e stu
d
e
n
t
s
f
or l
ife,
a
nd
w
il
l
hel
p
t
hem
to
p
rodu
c
e
di
ffe
re
n
t
s
ol
ut
i
o
n
s
t
o
th
e p
r
obl
e
m
s
th
e
y
ma
y face
duri
n
g the
i
r
live
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
145
-
15
0
14
6
Ca
rt
o
o
n
s
a
re
v
i
s
u
a
l
art
p
r
oduc
t
s
t
h
a
t
c
a
n
app
e
a
l
t
o
eve
r
y
a
g
e
g
ro
up
w
it
h
the
i
r
e
x
pressio
n
s
o
f
f
un,
sug
g
es
t
a
n
d
co
nve
y
pro
b
lem
s
i
n
a
fu
n
w
a
y
[5]
.
I
n
th
is
c
o
n
t
e
x
t
,
ca
rica
t
u
re
s
c
a
n
lea
d
t
o
a
n
i
ncr
ease
in
i
n
t
ere
s
t
in the c
ourse,
i
n
part
i
c
u
lar
w
i
t
h
h
um
or
a
nd
l
i
n
e elem
en
ts, curi
o
s
it
y
a
n
d
d
e
si
re
t
o
l
e
a
r
n
.
A
w
el
l
-
c
h
o
s
e
n
c
a
r
t
oon
w
ill,
above
a
ll,
c
ontr
i
b
u
t
e to
t
he
st
ude
n
t
's
m
ent
a
l
de
ve
lo
pm
ent
and
hi
s
c
ri
tic
al
t
h
i
n
k
ing
ab
i
lit
y
[6
].
1.1.
Ca
rt
o
o
n
O
n
e
of
t
he
m
ost
i
m
p
o
rta
n
t
st
eps
ta
ke
n
b
y
c
i
v
i
liz
at
i
on
on
the
pa
t
h
o
f
c
i
v
i
l
i
z
a
t
i
o
n
,
a
s
w
e
l
l
a
s
f
i
n
d
i
n
g
the
le
as
t
fire
a
nd
whee
l,
i
s
t
h
e
l
i
ne.
Wit
h
t
h
e
e
xis
t
e
n
ce
o
f
th
e
li
ne,
h
u
m
a
n
be
i
n
gs
h
a
v
e
unl
im
i
t
ed
pow
er
o
f
expre
ssi
on.
T
he
line
i
s
a
t
o
o
l
t
ha
t
peo
p
l
e
s
o
me
ti
m
e
s
use
t
o
e
xp
r
e
ss
the
i
r
fea
r
s,
e
nthus
ias
m
,
sadne
ss,
fe
elin
gs
and
t
h
o
u
ghts
t
h
at
t
he
y
ca
n
n
o
t
e
x
p
re
ss.
H
um
an
b
e
i
ng
s
are
not
o
n
l
y
wha
t
t
he
y
see,
b
u
t
w
a
n
t
to
s
ee
;
t
h
is
i
s
t
h
e
w
a
y
t
h
a
t
h
e
w
a
n
t
s
t
o
l
i
v
e
,
n
o
t
t
h
a
t
h
e
l
i
v
e
s
.
O
v
e
r
t
i
m
e
,
c
o
l
o
r
,
s
t
a
i
n
s
ha
pe
a
nd
s
o
on,
a
d
d
t
he
l
i
n
e
d
o
e
s
n
o
t
l
ose
its
c
har
m
. Line
s
,
ima
g
es a
nd ca
rica
tur
e
s a
r
e
t
h
e
m
a
in e
lem
e
nt o
n
the
bas
i
s of
[
7].
The
r
e
a
r
e
ma
ny
de
fi
nit
i
o
n
s
o
f
c
a
r
ica
t
ur
e
m
a
de
i
n
t
h
e
l
ite
rature
.
The
m
o
s
t
c
om
mon
d
e
fi
n
i
t
i
on
o
f
ca
ricat
ure
is t
h
e
art of c
o
mi
c
hum
or [
8]. In the
de
fin
i
t
i
o
n
o
f
c
a
r
t
oon
,
o
n
l
y
l
a
ugh
ing
el
eme
n
t
i
s
not
i
n
c
l
ude
d
. In
add
i
tio
n,
t
he
e
le
me
nt
o
f
th
ou
g
h
t
br
ing
s
i
t
s
e
l
f
t
o
t
he
f
ore
f
ro
nt
.
In
t
hi
s
re
spe
c
t
,
t
h
e
re
i
s
a
th
ou
g
h
t
o
r
s
u
gge
sti
on
in ever
y
kind of carto
o
n
. Besi
d
es,
it is n
ot
t
ru
e t
o
d
escri
b
e
t
he
d
ra
wi
n
g
s
as
c
arica
t
ur
es [9]
.
Car
t
oo
ns
a
re
v
isua
l
ar
t
prod
u
c
ts
w
ith
a
f
ine
sense
o
f
h
umor
,
w
h
i
c
h
m
a
k
e
s
the
a
t
te
nt
io
n
o
f
a
l
l
a
ge
gro
ups
i
nte
r
es
ti
ng,
l
au
g
h
i
n
g
[5].
A
s
lo
ng
a
s
the
a
b
stra
ct
b
ec
om
e
s
c
oncre
te,
the
hum
an
b
r
a
in
b
ecom
e
s
p
e
rma
n
ent
[1
0].
Ca
rt
o
o
n
i
s
t
he
v
i
s
u
a
l
i
z
a
tio
n
o
f
t
h
e
t
hou
ght
t
ho
ug
h
t
t
o
be
g
ive
n
.
In
t
h
i
s
re
spec
t,
it
ca
n
a
ppea
l
to people
of
all
a
ges.
Car
t
oo
n
l
i
nes
ca
n
be
e
xpr
e
s
se
d
a
s
a
r
t
m
a
d
e
usi
n
g
hum
or.
I
n
form
a
ti
on,
s
uc
h
as
n
ew
spa
p
e
r
s,
ma
gaz
i
n
e
s,
t
el
evi
s
i
on,
c
om
munic
a
tio
n
to
o
l
s
,
s
uch
a
s
a
dver
t
i
s
in
g
o
r
ba
n
n
e
r
s
tha
t
w
e
n
o
ti
c
e
w
hen
w
a
l
k
ing
o
n
the
r
o
ad
o
r
t
h
e
pa
c
k
ag
i
ng
o
f
a
p
r
o
d
u
c
t
t
h
a
t
ca
n
be
s
e
e
n
i
n
t
h
e
pac
k
agi
n
g,
s
om
et
i
m
e
s
m
akin
g
u
s
l
a
u
g
h
some
tim
es,
som
e
time
s
g
iv
in
g
u
s
t
he
o
pp
ortu
n
i
t
y
t
o
ex
pr
e
ss
o
u
rse
l
v
es
i
s
an
a
rt
p
rod
u
c
t
.
C
artoo
n
c
ri
tic
i
z
es,
ma
kes
yo
u
sm
il
e
,
g
ive
s
i
n
f
or
ma
ti
o
n
,
and
m
a
ke
s
yo
u
t
h
ink.
O
n
the
o
the
r
h
a
n
d
,
it
is
n
o
t
e
w
ort
hy
t
h
at
t
h
e
ca
rto
o
n
has
an
i
ns
truc
ti
ve
a
spe
c
t.
I
n
this
c
a
s
e,
t
he
p
lace
o
f
m
ind
[1
1].
In
s
hort,
car
t
o
on
i
s
an
a
rt
t
ha
t
ca
n
be
in
t
e
rpre
te
d fr
o
m
t
he
per
son's
p
o
i
n
t o
f
v
iew
.
The
r
e
a
r
e
three
item
s
t
o
be
f
oun
d
i
n
t
he
c
art
o
o
n
:
l
ine
i
t
em
,
la
u
gh
item
,
s
ugge
st
i
on
item
.
T
hese
t
hre
e
it
e
m
s
m
a
y
not
a
lw
ays
c
o
e
x
i
s
t.
S
om
e
ca
rtoo
n
s
i
ncl
u
de
a
l
i
n
e
i
t
em
w
it
h
a
l
a
ug
h
e
l
e
m
e
n
t
,
s
om
e
w
i
t
h
a
l
in
e
ite
m
w
i
t
h
t
h
o
u
g
h
t
.
A
c
a
r
t
o
o
n
h
a
s
a
l
i
n
e
e
l
e
m
e
n
t
,
b
u
t
o
t
h
e
r
e
l
e
m
e
n
t
s
m
a
y
v
a
ry
b
y
dra
w
in
g.
H
ow
e
v
er,
idea
l
is
t
he
c
a
ri
c
a
t
u
r
es c
re
a
t
ed
wit
h
a
go
od
l
i
n
e and
sug
g
e
s
ti
v
e
of
l
a
ught
er
[12].
A
c
a
rtoo
n
tha
t
c
a
n
g
i
v
e
th
o
u
g
h
t
t
o
t
he
m
i
nd
of
h
um
an
i
n
t
el
li
ge
n
c
e
a
n
d
to
g
i
v
e
a
s
m
il
e
wh
e
n
m
aki
ng
it
th
in
k
;
i
t
is
a
n
art
t
h
at
h
a
s
a
s
pec
i
al
p
la
ce
i
n
the
a
r
t
s
,
it
i
s
dra
w
n
o
n
t
h
e
one
h
a
n
d
a
n
d
it
is
d
e
b
a
t
e
d
a
n
d
i
t
requ
ire
s
a
l
ot
o
f w
o
rk. In a
w
a
y, it pr
o
v
ide
s
a
humor
ous
l
a
n
gua
ge
o
f hum
a
n
,
e
v
e
n
t
s
a
nd
e
xper
i
e
n
ces
[
1
3
]
.
Car
t
oo
n
fea
t
ur
es
c
an
b
e
li
s
t
e
d
a
s:
C
art
o
o
n
i
s
to
m
ake
hum
or
w
it
h
a
line
;
T
he
l
ine
h
a
s
an
i
n
t
egr
i
t
y
tha
t
c
a
n
e
x
p
ress
hum
or;
T
h
e
l
i
ne
s
erve
s
t
o
e
xp
r
e
ss
humor
;
H
u
m
o
r
c
a
n
n
o
t
b
e
e
x
p
r
e
s
s
e
d
b
y
o
t
h
e
r
m
e
a
n
s
t
h
a
n
t
h
e
lin
e;
Th
e
co
n
ce
rn
i
n
th
e
lin
e
i
s
t
o
gi
ve h
u
m
or a
s it fe
el
s
[1
4]
.
Car
t
oo
n
is
a
t
y
p
e
of
humor
t
ha
t
is
u
se
d
effec
t
i
v
e
l
y
to
da
y.
R
efl
ec
ts
t
he
e
ve
n
t
s
of
e
ve
ry
day
li
fe
i
n
a
fu
n
ny
lan
g
u
ag
e
.
I
t
a
l
l
o
w
s
p
e
ople
t
o
t
h
i
nk
and
c
r
i
t
i
c
i
z
e
w
h
i
l
e
h
a
v
i
n
g
f
un.
T
he
refor
e
,
car
t
o
o
n
s
ha
v
e
m
ore
i
n
t
e
re
st
a
mo
ng
t
h
e
pu
bli
c
t
h
a
n
s
c
i
e
nti
f
i
c
a
nd
t
e
c
hn
ic
al
s
ub
j
ect
s.
T
he
i
nform
a
ti
on
a
n
d
m
e
ssage
c
o
n
t
a
ine
d
i
n
the c
a
rt
oo
n be
c
o
m
e
m
ore e
ffe
ctive
a
n
d
m
o
re
p
erm
a
ne
nt
[
1
5
]
.
2.
RESEARCH
M
ETH
O
D
2.1.
Rese
arch
model
I
n
t
h
i
s
st
u
dy,
p
r
e
tes
t
-p
ost
t
e
s
t
c
o
n
t
ro
l
gro
u
p
desi
gn
of
t
he
e
xp
e
r
i
m
e
n
ta
l
mode
l
w
a
s
use
d
i
n
or
der
to
d
e
t
e
rmin
e
th
e
e
f
fe
ct
o
f
mat
h
emat
i
c
s
t
e
a
c
h
in
g
wi
th
c
arto
on
s
on
t
he
p
r
o
b
l
e
m
s
ol
v
i
n
g
s
kil
l
s
of
p
rim
a
ry
s
c
hoo
l
seco
nd
g
ra
d
e
s
tude
nts.
I
n
th
e
pr
ete
s
t-p
o
s
t
t
e
st
c
o
n
tr
ol
g
ro
up
d
e
sig
n
,
t
h
e
r
e
ar
e
tw
o
gr
o
ups,
one
o
f
w
h
ic
h
is
form
ed
a
s
n
e
u
t
r
a
l
and
o
n
e
is
t
h
e
c
o
n
t
rol
gro
up.
M
ea
surem
e
nt
s
ar
e
ma
de
b
ef
ore
an
d
a
f
te
r
e
xperim
e
n
t
al
s
t
u
d
y
in b
o
t
h gr
ou
ps [1
6
].
Ta
b
l
e
1
sh
o
w
s
t
h
e
s
y
m
b
o
lic
m
ode
l
o
f
r
esea
rch.
I
n
th
i
s
s
t
u
dy
w
h
i
ch
e
x
a
mi
n
e
s
t
h
e
e
f
f
ect
o
f
t
e
a
c
h
i
ng
by
us
i
ng
c
a
r
t
o
ons
o
n
t
r
ad
iti
ona
l
t
e
ac
hi
n
g
,
m
a
them
at
ics
e
duca
t
io
n
e
n
ri
ched
w
i
t
h
ca
r
t
oo
ns
a
n
d
t
r
a
di
tio
na
l
ma
them
at
i
c
s
t
e
achi
n
g
i
n
t
h
e
c
urre
nt
s
ys
tem
are
c
o
mpa
r
ed.
Th
i
s
c
o
m
par
i
s
on
has
bee
n
t
r
i
e
d
t
o
be
p
r
ovi
ded
b
y
lo
oki
n
g
a
t w
h
ethe
r t
h
er
e is a
n e
ffe
ct o
f
educ
a
tio
n
w
ith
car
t
o
o
n
o
n st
ude
n
t
succ
e
ss.
Tab
l
e
1
.
The
sym
bol
ic
m
ode
l
of
r
esea
rch
Groups
P
re
Te
s
t
P
r
ac
t
i
ce
P
ost
Te
st
G
D
O
1
X
O
3
G
K
O
2
O
4
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es
E
du
c
.
IS
S
N
:
2252-
88
22
Cart
o
on t
o
so
l
v
e
teac
hi
n
g
p
r
ob
lem
on m
a
th
em
at
ics
(Yas
in
G
o
k
b
u
l
u
t
)
14
7
The
a
bbr
ev
iat
i
ons
s
how
n
in
T
ab
le
1
c
a
n
b
e
e
x
p
l
a
i
ne
d
a
s
:
G
D
i
s
E
x
p
er
i
m
enta
l
gr
ou
p;
G
K
is
T
he
c
o
n
tro
l
g
r
ou
p;
O
1
a
n
d
O3
a
re
Pre
-
t
e
st
a
nd
p
o
s
t
-
t
e
st
v
a
l
u
e
s
of
t
he
s
t
u
d
e
n
t
s
i
n
t
h
e
e
x
p
e
ri
ment
al
g
roup
;
p
r
e-te
st
a
nd
pos
t
-
t
e
st
v
a
l
ue
s
of
O
2
an
d
O
4
a
re
Con
t
ro
l
gro
u
p
;
X
I
ndi
c
a
tes
t
h
e
i
nd
ep
en
d
e
nt
v
a
r
i
a
bl
e
(Ca
r
t
oon
-sup
po
rted
educ
a
t
i
o
n)
a
pp
lie
d t
o
t
h
e
expe
rime
nta
l
gro
up
.
A
t
t
he
b
e
g
in
ni
ng
a
n
d
at
t
he
e
nd
o
f
t
he
s
tu
dy,
a
cade
m
ic
a
c
h
i
e
vem
en
t
t
e
st
w
as
a
p
p
lie
d
to
b
o
t
h
t
h
e
expe
r
i
me
n
t
a
l
g
r
o
u
p
s
tu
de
nt
s
and
t
h
e
c
o
n
t
rol
gro
u
p
s
t
u
de
n
t
s.
I
n
th
e
cl
ass
r
o
o
m
wh
ere
th
e
e
x
p
e
ri
me
nt
a
l
g
rou
p
stude
n
t
s
w
e
re
p
re
se
nt,
c
a
rt
oo
n
su
p
por
ted
e
duca
t
i
o
n
w
a
s
app
l
ied
a
nd
in
t
he
c
on
trol
g
r
o
up
the
c
u
rrent
curr
i
c
u
l
um
b
as
ed te
ach
i
n
g m
e
th
o
d
w
as used.
2.2.
D
a
ta
c
ol
l
e
cti
o
n
tools
In
t
hi
s
st
udy
,
t
h
e
ac
hi
ev
emen
t
t
e
st
d
ev
el
op
ed
b
y
th
e
res
e
a
r
ch
e
r
s
w
a
s
use
d
t
o
de
ter
m
ine
t
h
e
pr
ob
lem
so
l
v
i
n
g
sk
i
l
l
s
of
t
he
s
tu
de
n
t
s
in
t
h
e
e
xper
i
m
e
ntal
a
nd
co
ntr
o
l
gr
ou
ps.
In
t
he
p
r
o
cess
of
d
e
v
e
l
o
p
m
e
n
t
o
f
t
h
e
s
u
c
c
e
s
s
t
e
s
t
u
s
e
d
i
n
t
h
e
r
e
s
e
a
r
c
h
,
f
i
r
s
t
o
f
a
l
l
,
t
h
e
g
a
i
n
s
r
e
l
a
t
e
d
to
t
he
s
u
b
-ar
ea
o
f
t
he
a
dd
i
tio
n
a
n
d
su
b
t
rac
tio
n
proce
s
s
w
i
t
h
t
h
e
N
atural
N
um
bers
f
ou
n
d
i
n
t
h
e
N
u
m
b
er
l
ea
rni
ng
a
rea
w
e
re
d
e
t
erm
i
ne
d.
A
ques
t
io
n
p
o
o
l
w
a
s
cre
a
ted
by
usin
g
the
sa
mp
le
q
ues
t
i
o
ns
i
n
t
h
e
li
tera
tur
e
.
Q
u
e
s
t
i
o
n
s
r
e
la
te
d
t
o
a
ch
ie
vem
e
nt
s
were
s
e
l
ected
f
r
o
m
t
h
e
t
e
x
t
bo
ok
,
st
ud
en
t
w
o
rkb
o
o
k
,
s
ampl
e
boo
k
s
a
nd
s
a
m
pl
e
q
u
e
stio
n
s
i
n
the
inter
n
et
e
n
v
ir
onm
en
t,
a
n
d
if
t
he
appr
opr
i
a
t
e
q
u
e
st
io
n
c
o
u
l
d
no
t
be
f
ou
n
d
,
the
q
u
e
s
ti
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item
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86.
A
cc
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to
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the
re
l
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s
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t
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m
o
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pe
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m
urfs,
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l
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ob.
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s
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r
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ra
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pa
per
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t
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irst,
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up
s
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c
olle
cte
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a
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m
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atics
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v
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en
t
p
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w
as
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.
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n
,
in
t
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ma
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m
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s
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w
ee
k
s
.
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n
t
he
c
on
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l
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h
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m
a
t
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c
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d
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s
w
e
r
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so
l
v
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b
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t
h
e
cl
a
ssro
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m
teac
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A
t
th
e
e
nd
o
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4
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eek
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pp
l
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c
a
t
i
o
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t
he
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i
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l
a
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t
t
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t
w
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o
n
t
r
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l
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n
d
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me
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t
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p
.
The da
ta w
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ana
l
yz
ed
by S
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SS
progr
am
in c
ompu
te
r
enviro
nm
en
t.
2.4.
Universe
a
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n
t
he
s
t
u
d
y
,
2n
d
gr
ade
st
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f
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l
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pr
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a
f
fi
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te
d
w
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t
h
t
he
M
i
n
istr
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t
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ona
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t
i
on
of
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er
sin
w
e
r
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acc
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as
t
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u
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.
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he
s
a
m
ple
o
f
t
h
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s
t
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s
e
c
o
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ade
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t
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n
t
s
o
f
a
prima
r
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h
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in the c
ity
o
f
M
u
t. Depe
n
d
i
n
g
o
n t
h
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p
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m
eth
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, the pa
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ci
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t
he
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d
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l
e
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t
h
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st
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s
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g
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n
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the
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xper
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oup
w
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l
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c
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n
a
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the
se
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d
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la
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in
t
he
s
c
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The
expe
r
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me
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of
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t
s
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up
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Th
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t
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Ta
bl
e
2.
Tab
l
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Male
and
fem
a
l
e
s
tu
den
t
s
S
t
ude
nts
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f
C
la
ssroom
s
F
e
m
a
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Ma
l
e
2-A
8
7
2-B
8
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
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s
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.
V
o
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8, N
o. 1, Marc
h
20
1
9
:
145
-
15
0
14
8
2.5.
A
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ta
I
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h the
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u
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nged
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[1
8].
In
t
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2
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2
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3.
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a
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e 3.
D
iffic
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and d
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46
Whe
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p
>
0.
5
ind
i
c
a
t
e
p
o
t
e
n
t
i
a
ll
y
d
e
f
ecti
v
e
s
u
b
s
t
a
nc
es.
In
a
cc
orda
nce
w
i
t
h
t
h
i
s
i
n
for
m
ation,
t
he
1
6
,
20
a
n
d
27
q
u
e
stio
n
s
ha
ve
b
e
e
n
r
e
m
ove
d
f
r
om
t
he
t
es
t
a
n
d
t
h
e
S
u
c
cess
Tes
t
h
as
b
ee
n
fi
nal
i
z
e
d.
I
n
ad
d
iti
on,
t
h
e
a
na
lys
i
s
o
f
t
he
p
re
-t
e
s
t
and
po
st
-t
est
d
a
t
a
w
as
d
on
e
by
u
si
n
g
SPSS
softwa
re.
It
w
as
i
nv
est
i
ga
te
d
whet
her
there
was
a
sign
i
f
ic
a
n
t
differ
ence
b
e
t
we
en
t
he
a
c
a
d
em
ic
ac
hi
e
v
em
en
t
o
f
t
he
e
x
p
e
r
ime
n
t
a
l
a
n
d
co
n
t
ro
l
gr
o
u
p
s
us
i
ng
t
w
o
d
i
ffere
n
t
t
e
a
c
hi
n
g
m
e
t
ho
ds.
F
o
r
this
p
u
r
pose
,
u
n
r
el
at
e
d
t
-t
e
s
t
was
u
s
ed
t
o
co
mp
a
r
e
p
r
e-t
e
st
a
n
d
po
st
-t
est
sc
o
re
s.
I
n
ord
e
r
to
d
e
t
erm
i
n
e
w
he
t
h
er
t
he
r
e
i
s
a
si
g
n
i
f
i
c
a
n
t
d
i
ff
ere
n
ce
b
et
we
en
t
h
e
p
re-t
e
s
t
and
p
o
st
-te
s
t
sco
r
e
s
a
m
ong
t
he
g
r
oups
;
The
as
soc
i
at
e
d
t-tes
t
w
a
s
u
sed.
3.
RESULT
D
ISCUSSION
3.1.
Is
t
h
er
e
a
sign
i
f
i
c
ant
d
i
ffer
e
nc
e
betwe
e
n
the
mat
h
em
atics
achie
ve
men
t
p
r
e
-t
est
mean
s
c
o
re
s
of
t
h
e
exp
erime
n
t
al
a
n
d
con
trol
g
r
o
u
p
s?
U
n
r
e
l
a
t
e
d
t
-
T
e
s
t
w
a
s
u
s
e
d
t
o
d
e
t
e
r
m
i
n
e
w
h
e
t
h
e
r
t
h
e
r
e
w
a
s
a
s
i
g
n
i
f
ica
n
t
d
i
ffere
n
ce
b
e
t
we
en
t
he
p
r
e
-
tes
t
m
ean
s
core
s
of
m
a
t
he
ma
tic
s
ac
h
i
e
v
em
en
t tes
t
of b
o
t
h
gr
o
u
p
s
.
The
data
o
b
t
a
i
ne
d
ar
e show
n
in
T
ab
le
4
.
Tab
l
e
4.
P
roble
m
solv
i
n
g
sk
ill
s
of expe
r
i
me
n
t
a
nd c
o
n
t
r
o
l
grou
p
t-test
results
on t
he
d
i
f
fer
e
nce
s
o
f
pre
-
test scor
e
s
Grou
p
N
X
̅
s
sd
t
p
E
xpe
ri
m
e
nt Group
1
5
17.
46
3
.
719
2
6
513
613
C
ontr
o
l
Grou
p
13
16.
84
2
.
444
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es
E
du
c
.
IS
S
N
:
2252-
88
22
Cart
o
on t
o
so
l
v
e
teac
hi
n
g
p
r
ob
lem
on m
a
th
em
at
ics
(Yas
in
G
o
k
b
u
l
u
t
)
14
9
In
T
abl
e
4
,
th
e
a
v
era
g
e
of
ach
i
e
v
e
men
t
t
est
i
n
t
h
e
e
xp
eri
m
en
t
a
l
g
r
oup
w
a
s
17.
4
6
a
nd
th
e
a
v
era
g
e
o
f
the
ach
ie
ve
me
nt
t
e
s
t
in
t
he
c
on
tro
l
g
r
oup
w
as
16.8
4
.
I
n
o
r
d
er
t
o
u
nde
r
s
t
a
nd
w
h
e
t
he
r
t
h
e
r
e
is
a
s
i
g
n
i
fica
nt
di
ffe
re
nce
be
twe
e
n
the
m
a
t
h
em
atics
ac
h
i
e
v
em
ent
pr
e-tes
t
m
ea
n
sc
o
r
es
o
f
bo
t
h
g
roup
s
,
i
t
i
s
und
e
r
s
t
o
o
d
th
a
t
there
is n
o sig
n
i
fica
nt
d
if
fere
n
c
e
betwe
e
n
t
he
m
ean score
s o
f
m
a
t
he
ma
tic
s
ac
hi
e
v
em
en
t pre
-
test be
cau
se
of
p
>
0.00
5.
A
s
a
re
sult
of
t
he
f
ind
i
n
g
s
o
b
ta
i
n
ed,
it
is
s
e
e
n
t
h
at
t
h
e
ex
p
e
ri
ment
al
a
nd
c
on
t
r
ol
g
rou
p
s
a
re
s
i
m
i
l
a
r
in
term
s of
s
uccess.
3.2.
Is
th
ere
a
significan
t
d
i
ffere
n
c
e
b
e
tw
een
the
mea
n
s
core
s
of
a
c
hievemen
t
test
p
re-te
st
a
nd
post-t
es
t
in
th
e
exp
er
i
m
en
t
a
l
grou
p
?
Ac
cordi
n
g
to
t
h
i
s
su
b-pr
ob
l
e
m
,
a
ssociate
d
t
-T
est
was
u
s
ed
t
o
de
te
rmine
w
h
e
t
her
the
r
e
w
a
s
a
sign
ifica
n
t
d
i
ffe
r
ence
b
e
t
w
e
e
n
t
he
e
x
p
e
r
ime
n
t
a
l
gro
u
p
'
s
pr
ob
lem
s
o
l
v
i
n
g
a
bi
lit
y
pr
e-tes
t
a
n
d
p
os
t
-
t
e
s
t
m
e
a
n
scores. The res
ults are
s
hown
in Ta
b
l
e
5.
Ta
b
l
e
5.
t
-Test r
e
sul
t
s
of e
x
p
e
r
im
enta
l gro
u
p
di
f
f
er
ence
s i
n
pr
o
b
lem
sol
v
in
g sk
ills
Ex
per
i
me
nt
a
l
G
r
oup
N
X
̅
s
sd
t
p
1.
Pre
-
te
st
1
5
17.
46
3.
7
1
9
14
-
2.
20
3
.
045
2.
Post
-
t
e
s
t
15
20.
53
3.
7
0
0
I
n
T
a
b
l
e
5
,
t
h
e
m
ean
p
re
-tes
t
sc
o
r
e
o
f
t
he
e
x
p
erim
en
tal
gr
o
up
w
a
s
1
7.46
a
nd
t
h
e
po
s
t
tes
t
m
ea
n
sc
ore
w
a
s
20.5
3
.
In
o
rde
r
t
o
de
term
ine
w
h
e
t
her
t
h
er
e
w
a
s
a
si
g
n
i
f
ica
n
t
di
ff
ere
n
ce
b
et
we
en
t
he
p
re
-t
est
an
d
p
o
s
t
-
t
e
st
me
an
s
core
s
o
f
t
he
e
xpe
rim
e
nta
l
g
r
o
up,
t
he
d
iffere
nce
be
t
w
e
e
n
p
a
n
d
0
.
0
5
w
a
s
s
i
g
n
i
f
i
c
a
n
t
.
A
s
a
r
e
s
u
l
t
o
f
ma
them
at
i
c
s
te
ac
hin
g
w
i
t
h
c
a
r
toons,
it
i
s
see
n
t
ha
t
m
a
th
e
m
a
t
ics
achi
e
ve
me
n
t
t
e
s
t
a
v
e
r
a
g
es
i
n
c
re
ased
a
nd
ca
rto
o
n
ma
the
m
a
t
ic
s
te
ac
h
i
n
g
h
e
l
pe
d
st
u
d
e
n
t
s
t
o
u
n
de
rsta
nd
m
a
t
h
em
ati
c
s.
T
he
r
esults
obta
i
ne
d
in
t
h
i
s
st
u
d
y
are
c
onsis
te
nt
w
it
h the
resu
l
t
s
of
t
he
st
u
di
e
s
con
d
u
cte
d
b
y [
1
9
]-[30].
3.3.
Is
t
h
er
e
a
si
gnific
ant
diff
erenc
e
b
e
t
wee
n
t
h
e
m
ean
sc
ore
s
o
f
th
e
pre-test
a
nd
p
ost-
test
s
cores
in
t
h
e
con
t
rol gr
oup?
I
n
o
rder
t
o
d
e
term
ine
w
h
e
t
he
r
t
h
er
e
wa
s
a
si
g
n
if
i
c
an
t
d
i
ffe
r
enc
e
be
tw
e
e
n
t
h
e
c
o
n
t
r
o
l
grou
p
'
s
pro
b
lem
-
so
lvi
n
g
s
k
i
l
l
pre-
t
e
s
t
a
nd
pos
t-tes
t
m
e
a
n
score
s
,
t
h
e
r
ela
t
e
d
t
-Te
s
t
w
a
s
use
d
t
o
show
t
he
r
e
l
at
i
ons
hi
p
betw
ee
n tw
o v
a
riab
les
i
n
t
ha
t gro
up.
A
nal
y
si
s
of
t
h
i
s pr
ob
le
m
i
s
show
n
in
T
ab
le
6
.
Ta
b
l
e
6.
t-Te
s
t
resul
t
s
of c
o
n
t
r
o
l
gr
ou
p’s pr
o
b
l
e
m
so
l
v
i
ng a
b
il
i
t
y
di
ff
ere
n
ces
C
ontrol
Grou
p
N
X
̅
s
s
d
t
P
1.
Pre
-
te
s
t
13
16.
84
2
.
444
1
2
-.
6
1
7
.
549
2.
P
o
st-
t
e
s
t
13
17.
00
2
.
677
The
me
an
p
re
-tes
t
score
of
t
he
c
on
tro
l
g
r
o
u
p
w
as
1
6.
84
,
a
nd
t
h
e
f
ina
l
t
es
t
score
w
a
s
1
7
.
0
0
.
E
ve
n
i
f
there
is
a
n
i
n
cr
ease
i
n
t
he
p
os
t-tes
t
m
ea
n
sco
r
e
,
i
t
is
s
ee
n
th
at t
he
d
i
f
fere
nc
e
be
tw
ee
n
t
h
e pre-
t
e
st
a
n
d
p
o
s
t
-
t
e
st
is
s
ig
n
i
fica
nt
a
nd
t
h
e
d
i
ffe
re
nc
e
be
tw
ee
n
p
a
nd
0.0
5
i
s
n
o
t
s
i
g
ni
fica
n
t
.
A
ltho
u
gh
t
h
ere
w
a
s
no
si
gn
i
f
ica
n
t
di
ffe
re
nce
be
tw
e
e
n
the
pre
-
t
e
st
a
n
d
p
o
s
t-te
st
m
ean
s
c
o
re
s
of
t
h
e
c
o
n
t
r
o
l
grou
p,
t
he
g
r
a
de
ach
ie
ve
me
nt
w
a
s
incre
a
se
d
i
n
t
h
e
pos
t-tes
t
ave
rage
.
4.
CONCL
U
S
ION
I
n
t
he
l
igh
t
o
f
t
h
e
fi
nd
ing
s
o
bta
i
ned
in
t
h
i
s
rese
arc
h
,
the
f
o
l
lo
win
g
r
es
ults
w
e
r
e
ob
t
a
in
ed
.
It
i
s
s
e
e
n
t
h
at
t
h
e
re
i
s
a
si
gni
fi
can
t
di
fferen
c
e
b
e
t
w
ee
n
t
h
e
exp
e
ri
me
nta
l
g
ro
up
a
nd
t
he
m
a
t
h
e
ma
ti
c
s
a
c
h
i
e
v
e
ment
o
f
th
e
c
o
nt
rol
g
r
ou
p
wh
i
c
h
i
s
c
u
rre
n
tly
a
p
p
li
ed
by
t
h
e
t
e
a
c
h
in
g
met
h
o
d
.
It
c
a
n
b
e
sa
i
d
t
ha
t
te
a
c
hi
n
g
w
it
h
ca
rto
on
i
s
mor
e
e
ffec
ti
ve
t
ha
n
tra
d
i
t
i
o
nal
t
e
ac
hin
g
m
eth
ods.
In
a
d
i
t
i
on
to
t
his,
w
e
hav
e
o
b
s
er
ve
d
t
h
a
t
c
arto
on
e
d
u
c
a
t
io
n
is
a
m
a
t
e
r
ia
l
t
h
a
t
i
s
succ
es
sful
i
n
a
t
tra
c
t
i
n
g
t
he
a
tte
nt
i
on
of
s
tu
de
nt
s
i
n
cre
a
sed
t
h
e
s
t
ud
e
n
t’s
e
n
j
oym
ent
of
t
h
e
course
a
nd t
h
a
t
t
h
e
y e
n
terta
i
n and l
a
u
gh.
W
i
t
h th
is pe
r
spec
ti
ve
ca
r
t
o
o
n
c
a
n
be
a
n
ef
f
ec
ti
ve
teac
hin
g
t
o
o
l
w
h
en
use
d
i
n
e
duc
a
t
i
o
n.
C
ar
to
o
n
t
e
a
c
h
i
ng
ca
n
be
h
el
p
f
u
l
i
n
e
l
imina
t
i
n
g
t
he
n
e
e
d
t
o
be
a
bor
in
g
co
ur
se
due
t
o
t
h
e
nat
u
ra
l
na
t
u
re
o
f
ma
t
h
e
m
a
tic
s.
I
n
term
s
o
f
a
nx
i
e
ty
a
l
m
ost
m
a
the
ma
tics
ta
ke
s
firs
t
pl
ace
f
or
s
tude
nts.
C
ar
t
o
on
teac
h
i
ng
c
a
n
a
ls
o
he
l
p
t
o
re
duc
e
an
xie
t
y
t
o
m
athe
ma
t
i
cs
a
nd
he
l
ps
t
o
s
t
u
d
e
n
t
to
d
e
v
e
l
o
p
p
os
it
ive
at
t
i
t
ude
for
ma
them
at
i
c
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
145
-
15
0
15
0
REFE
RENCES
[1]
Yen
i
lm
ez,
K
.
and
Can
,
S
.,
“M
a
t
em
atik
Ö
ğ
r
e
timi
D
e
rsin
e
Yö
nelik
G
örü
ş
le
r,”
Ondo
kuz
M
a
y
ı
s Ün
i
vers
i
t
e
s
i
E
ğ
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im
Fa
kült
esi Der
g
i
s
i
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.
2
2
, pp
. 47
-
59
,
2
0
0
6
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[2]
Bayk
ul,
Y.,
İ
lkö
ğ
reti
mde M
a
t
e
m
a
tik
Ö
ğ
re
t
i
m
i
(
9
.
Bas
k
ı
).
Ankara: PegemA Yay
ı
n
cılık, 2006
.
[3]
Ocak
,
G.
,
“
Y
a
p
ıl
andırm
acı
Ö
ğren
me
U
yg
ul
am
aların
a
Yö
nelik
Öğ
re
t
m
en
T
u
t
umları,”
Ga
z
i
E
ğ
it
im Fakültesi
Der
g
isi
, v
o
l
.
3
0
(3
), pp
. 8
35
-8
57
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01
0.
[4]
S
o
y
l
u
,
Y
.
,
a
n
d
S
o
y
l
u
,
C
.
,
“
İ
l
k
ö
ğ
retim
Beşi
nci
Sın
ı
f
Öğr
e
ncil
er
i
nin
Ke
sir
l
e
r
K
on
u
s
u
n
d
a
ki
Ö
ğr
e
n
me
G
üç
lü
kle
r
i:
Kes
i
rlerd
e
S
ı
r
alam
a,
T
o
p
l
a
m
a
,
Çı
karm
a,
Ç
arp
m
a
ve
K
es
irl
e
rle
İlg
ili
P
r
obl
e
m
ler,
”
Er
z
i
ncan
E
ğ
i
tim F
a
kültesi
Der
g
isi
, v
o
l
.
7
(
2
), p
p.
10
3
,
20
0
5
.
[5]
Uğ
urel,
I.,
ve
M
oralı,
S
.,
“
K
a
rik
a
türl
er
v
e
M
a
tem
a
t
i
k
Öğ
reti
min
de
K
ullanımı
,”
Milli E
ğ
it
im
Ü
ç
Ay
l
ı
k E
ğ
itim ve
Sosyal
B
i
lim
l
e
r Dergisi,
v
o
l
.
1
70,
p
p
.
3
2-4
7
,
2006.
[6]
Ay
dın
,
S
.,
“
Mizahı
S
ı
nıf
İçin
de
R
ah
at
v
e
Etk
i
n
Ku
ll
a
n
abi
l
m
e
miz
İçi
n
O
na
B
akı
ş
A
çımı
z
ı
G
ö
z
d
e
n
Geçi
rm
el
iy
iz
,”
Hürriyet
Gö
s
t
eri Sanat Edeb
i
y
at Dergisi
,
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o
l
.
79
,
p
p
. 2
75
, 2
00
5.
[7]
Özkanlı
,
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.,
Gör
s
el Bir Dil O
l
arak Resi
m ve Kar
i
kat
ü
r
İ
li
ş
kis
i
.
(Bası
l
m
a
mış
Y
üksek
L
is
a
n
s
Tezi
).
M
ers
i
n:
M
ersi
n
Üniversit
e
s
i
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osyal
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limler Enstitüsü, 2006.
[8]
Özal
p,
I
.,
Ka
r
i
k
a
tü
r T
ekni
ğ
in
in
F
e
n ve Çe
vr
e
E
ğ
it
im
in
d
e
K
u
l
l
a
n
ı
lab
ili
rl
i
ğ
i
Ü
z
erin
e B
i
r
A
r
a
ş
t
ı
rma.
(
Y
üks
ek
L
i
s
a
n
s
Tezi
).
M
ani
s
a
:
C
elal
B
ayar Üniv
e
rsitesi Fen
B
i
l
i
m
leri
E
ns
tit
ü
s
ü
,
20
06
.
[9]
Yo
lt
a
ş
,
N.,
U
l
us
a
l
K
ült
ü
rd
e
Yo
zlaşm
a
v
e
Karik
a
tü
r.
Bili
m ve
A
k
l
ı
n Ayd
ı
nl
ı
ğ
ı
nd
a
E
ğ
i
tim
Der
g
i
s
i
,
pp.
5
7
,
2
00
4.
[10]
Ef
e,
H.,
“
Kar
i
k
a
tü
r
ve Ş
i
i
rd
eki
Al
gı
l
a
m
a
U
ns
ur
l
a
r
ı
,
”
B
i
l
i
m
ve Akl
ı
n Ayd
ı
nl
ı
ğ
ı
nda
E
ğ
itim Derg
i
s
i
,
v
o
l
.
8
4,
p
p.
4
4
-
51
,
2
007
.
[11]
Özer, A.
, “Karik
a
tür
v
e
E
ğ
iti
m,
”
Bili
m ve
A
k
l
ı
n Ayd
ı
nl
ı
ğ
ı
nd
a
E
ğ
itim Dergis
i
,
v
o
l.
84,
p
p.
1
9
–26
,
2
0
0
7
.
[12]
Özer, A
.,
Kuram
s
al ve Uygul
a
mal
ı
Karikatür
.
Esk
i
şe
h
i
r
:
A
n
a
d
o
lu
Ü
nive
rs
ite
s
i
Ya
yınla
r
ı,
1
99
8.
[13]
Köseoğlu,
M.,
Sosyal B
i
lgil
er
Dersi
nde
Karikatür
Kullan
ı
m
ı
n
ı
n Ele
ş
ti
rel Dü
ş
ünmeye Et
kisi
(
Y
üksek
L
i
s
a
n
s
T
e
zi)
.
To
kat:
G
azio
s
m
a
np
aşa
Ün
iversit
e
si
S
osyal
Bili
mle
r
E
n
s
titü
sü,
2
0
09.
[14]
Do
ğan,
F
.
,
“
T
e
f
k
a
ri
katü
ristl
e
ri
A
lbü
m
ü
ön
sözü
,
”
Gü
l Di
k
e
n
(
Ö
z
e
l
Say
ı
5
Fe
r
r
u
h
Do
ğ
an
)
,
vol
1
9
,
p
p
.
1
12
-11
6
,
1
999
.
[15]
Arı
k
an
, E
., “Kari
k
a
tür v
e
top
lum”
. 9.
U
l
u
s
lararası An
k
a
ra Karik
atü
r
V
akfı
Etki
n
lik
l
eri
,
An
k
ara, 2
0
0
4.
[16]
Karasar,
N
.,
Bil
im
sel
A
r
a
ş
t
ı
rm
a Yön
t
em
i
.
An
kara:
No
be
l
Y
a
yı
n
l
arı
,
200
2.
[17]
Yıldır
ı
m
, C.
,
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ğ
itimde
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çme ve De
ğ
erl
e
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irm
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.
A
nkara:
ÖSY
M
Yay
ın
ları,
19
99.
[18]
T
a
n
,
Ş
.,
Ö
ğ
r
e
ti
mi
P
l
anl
a
m
a
v
e
De
ğ
erlendi
rme (
1
0.
Bask
ı
).
An
kara:
P
e
gem
A
Yay
ı
ncılı
k
,
2
0
0
6
.
[19]
Ak
kaya,
A.
,
Karikatür
l
erle Di
l
Bilgisi
Ö
ğ
re
t
i
m
i
.
(Y
a
y
ı
nl
an
mam
ı
ş
Dok
t
ora Te
zi)
. K
o
ny
a: S
el
çuk
Üniv
ers
i
t
e
s
i
Eğit
i
m
Bili
mler
i
Ens
t
i
t
ü
s
ü, 2011
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[20]
Akso
y,
B
.,
Kar
a
tek
i
n
,
K
.,
Ku
ş,
Z
.
ve
S
ö
n
me
z,
Ö
.
F
.
,
Sosya
l Bil
g
iler
Ö
ğ
reti
m
i
nde Kari
ka
tü
r K
u
ll
an
ı
m
ı
n
ı
n
Ö
ğ
renci
l
erin Ak
ademi
k
Ba
ş
ar
ı
s
ı
na
Etk
i
si
,
9
.
U
l
usal
S
ını
f
Ö
ğret
menliği
Sempozu
m
u
(T
am
M
e
t
i
n
B
il
d
i
r
i
)
(Yayı
n
n
o
:
30
81
911
),
2
01
0.
[21]
Demirci,
G
.,
E
ğ
i
t
i
m
de
Miza
h
v
e
Ka
rik
a
tü
r
Ku
lla
n
ı
m
ı
n
ı
n Ö
ğ
renci
Ba
ş
ar
ı
s
ı
ve M
o
tivas
y
on
un
a
E
t
kis
i
(
O
r
t
ao
ku
l
7.
S
ı
n
ı
f
Fen ve Tek
n
ol
oji
Dersi Örne
ğ
i)
.
(
Y
üksek
Lisa
n
s
Tezi).
A
nkara:
G
az
i
Ünivers
i
tes
i
E
ğiti
m B
ilimler
i
E
n
stit
ü
s
ü,
2
013.
[22]
Dereli
,
M.
,
Ta
m sa
y
ı
lar
kon
u
s
unu
n ka
ri
katü
rl
e ö
ğ
reti
mi
nin ö
ğ
rencil
erin matemat
i
k ba
ş
ar
ı
lar
ı
na
e
t
k
i
s
i
.
(Yay
ınl
a
nm
a
m
ış Y
üks
ek Lis
ans
Tezi
). İst
anb
u
l
:
M
arm
a
ra Ün
i
v
e
rsit
esi E
ğ
i
t
i
m
B
il
imler
i
E
ns
t
i
tüsü,
2008.
[23]
Erdağ
,
N
.,
İ
lk
ö
ğ
ret
i
m 5. S
ı
n
ı
f
Mat
ema
t
i
k
D
e
rs
inde Kavr
am Ka
rika
tü
rleri
ile
Desteklen
mi
ş
Ma
te
ma
t
i
k
Ö
ğ
r
e
t
i
m
in
in
On
dal
ı
k Kesi
r
l
er
Ko
nu
su
nda
ki Aka
d
emi
k
Ba
ş
ar
ı
ya v
e
Kal
ı
c
ı
l
ı
ğ
a Et
kisi
.
(Yük
sek
Lisan
s
T
e
z
i
)
.
İzmir:
D
o
kuz
E
ylü
l
Üniversit
e
s
i
E
ğ
i
t
i
m
B
i
limleri
E
nstitüsü,
2011.
[24]
Güler,
H
,
K.,
Ç
a
kmak
,
D.,
an
d
Kavak
,
N
.,
“Kar
ikatür
le
Y
ap
ı
l
an
M
atem
ati
k
Ö
ğret
im
inin
Ö
ğ
r
enci
lerin
A
k
adem
i
k
Başarıl
a
rına
v
e
Tutumları
n
a
Etkisi
,
”
Ul
ud
a
ğ
Ün
iv
e
r
s
ite
si
E
ğ
i
tim F
a
k
ü
ltesi
Derg
i
s
i
,
vol,
2
6
,
p
p.
1
4
9
-160,
2
0
13.
[25]
Kılı
n
ç
,
A.
,
Ö
ğ
re
timd
e
Mi
za
h
i
Ka
vr
am
aya
Da
yal
ı
B
i
r
M
a
t
er
yal
Gel
i
ş
ti
rme Ç
a
l
ı
ş
ma
s
ı
: Bi
lim Kar
i
kat
ü
rl
er
i.
(Dok
t
o
ra
Tezi
).
An
k
ara:
G
azi
Ün
i
versit
esi, 20
0
8
.
[26]
P
a
lacio
s
,
F.J
.
P.
a
nd
G
o
n
zal
es,
J
.
M
.
V
.
,
“
T
h
e
T
e
ach
in
g
o
f
P
hy
sic
s
a
n
d
C
a
r
t
o
o
n
s
:
C
a
n
T
h
e
y
B
e
I
n
t
e
r
r
e
l
a
t
e
d
I
n
S
econd
ary
E
d
u
cati
on?
,
”
Int
e
rna
t
i
o
n
a
l Jou
r
na
l
o
f
Sci
e
nce Ed
uca
tion
,
vol.
2
7
(
14),
pp
.
1
647
–1
67
0,
200
5.
[27]
Rul
e
,
A
.
C
., and
Au
ge, J., “
U
sing
H
u
m
o
ro
us
C
arto
on
s
t
o
T
each
M
i
neral
and
Rock
Con
cept
s
i
n
Si
xth Grade Sci
e
nce
Clas
s
,
”
Jo
ur
na
l o
f
G
e
os
c
i
ence
Edu
c
at
io
n
,
vo
l.
53
(
5), p
p.
54
8
-
55
8,
20
0
5
.
[28]
S
i
d
e
kli,
S
.
,
Er,
H.
,
Yav
a
şer,
R
.
,
a
n
d
A
ydı
n,
E
.
,
“
S
os
ya
l
Bil
g
i
l
er
Ö
ğretimin
de
A
lt
ernatif
B
ir
Y
öntem:
Kari
kat
ü
r,
”
Ul
uslar A
r
as
ı
Türk
E
ğ
it
im
Bi
l
i
m
l
e
ri
De
r
g
is
i
,
v
o
l
. 2
,
p
p
.
1
51
-163
, 2
01
4.
[29]
To
h,
T
.
L.
,
“
U
s
e
o
f
Carto
o
n
s
a
nd
Com
ı
cs
t
o
Teach
A
lgeb
ra
ı
n
M
a
t
he
m
a
t
ı
c
s
C
l
a
s
s
r
o
om
s
,
”
M
A
V An
nual
Co
nf
eren
c
e
,
p
p
.
23
0-2
39,
2
0
0
9
.
[30]
Yo
ong
,
W
. K.,
“
M
a
th
em
ati
c
s
carto
on
s
an
d m
a
t
h
em
ati
c
s atti
tu
des,”
St
ud
ies in
Ed
u
c
a
t
i
o
n
,
vol
6
,
p
p
.
6
9
-
8
0
,
20
01.
Evaluation Warning : The document was created with Spire.PDF for Python.