Effects of The Intelligence Games Approaches on Academic Achievement And Attitude of Students With Mild Intellectual Disability in Mathematics Course

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Published: Jan 17, 2016
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2016-01-17 (1)
DOI: https://doi.org/10.18844/ijlt.v8i1.698

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Abstract

The aim of this study is to determine effects of the intelligence game (Tower of Hanoi) on academic achievement and attitude of students studying at 5th class of secondary school with Mild Intellectual Disability (MID) in mathematics of the course. In the study, pretest-posttest design, one group of pre-trial model, was used. The participants of the research consisted of 8 students with MID. To the students at the beginning of the study, "Mathematics Achievement Test", "Mathematics Attitude Scale" and “Concept Acquisition Interview†pretest - posttest was applied. The data obtained from the achievement test and attitude scale were analyzed by using rank test signed non-parametric Wilcoxon on SPSS 16.0 software. The data obtained in the interview form were interpreted by using the content analysis method .It was found that at the end of the study, students improved their academic achievement in mathematics education meaningfully in the course taught with Tower of Hanoi and the attitudes to the course were developed in a positive direction.

 Keywords: Mild intellectual disability, intelligence game, mathematics course, academic achievement, attitude.

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Effects of The Intelligence Games Approaches on Academic Achievement And Attitude of Students With Mild Intellectual Disability in Mathematics Course. (2016). International Journal of Learning and Teaching, 8(1), 02–11. https://doi.org/10.18844/ijlt.v8i1.698
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Vol. 8 No. 1 (2016): January
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