THE EFFECT OF EDUCATIONAL GAME, READING-WRITING-GAME, AND READING-WRITING-APPLICATION METHODS ON ELIMINATING LEARNING PROBLEMS

This study aims to investigate the effects of educational games, reading-writing-game, reading-writing-application methods and program-based teaching applications on students’ academic achievement, learning motivation, learning anxiety, and retention of knowledge in matter and alteration unit, in which students have learning problems. pretest-posttest control group quasi-experimental design was used. the study was conducted with 149 5th grade students attending a public secondary school in the center of erzurum. for data collection, prior knowledge, academic achievement and retention tests, motivation and anxiety scale test were used. for the data analysis, one-way anova was used. results showed that there was a significant difference in favor of the students who applied the educational game method over the students who applied educational game method and program based teaching in terms of students' academic achievements. a significant difference was also found in favor of the students who applied the educational game method over the students who applied the educational game, reading-writing-game and program-based instruction in terms of students' learning motivation. there was an overall significant difference in favor of the educational game method, and in favor ofthe reading-writing-application method over students who applied reading-writing-application and program-based teaching in terms of students’ learning anxiety. in terms of retention of knowledge, it was found that there was a significant difference in favor of the students who applied the educational game method among all methods. as a result, it was determined that the educational game method is more effective in eliminating the learning problems experienced by the students.