Effects of a Game-Based app on Primary Students’ Self Efficacy and Achievements in Learning Fractions During Distance Education

Author:

BEŞALTI Metin,KUL Ümit

Publisher

Turkish Psychological Counseling and Guidance Journal

Subject

Psychology (miscellaneous),Applied Psychology,Education

Reference65 articles.

1. Aksu, Z. & Konyalıoğlu, A.C. (2015). Sınıf öğretmen adaylarının kesirler konusundaki pedagojik alan bilgileri [Pre-Service Primary School Teachers’ Pedagogical Content Knowledge In Fractions]. Kastamonu Education Journal. 23(2), 723-738. https://dergipark.org.tr/tr/pub/kefdergi/issue/22599/241424

2. Alacaci, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları [Students’misconceptions about fractions]. In E. Bingölbali, & M. F. Özmantar (Eds.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm öneriler [Mathematical difficulties encountered in primary education and Suggestions]. Ankara: PegemA.

3. Annetta, L. A. (2010). The “I’s” have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105-112. https://doi.org/10.1037/a0018985

4. Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113(3), 447–455. https://doi.org/10.1016/j.jecp.2012.06.004.

5. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122

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