Learning Difficulties of Fourth Graders About The Subject of Fractions in Primary School

Abstract

This study was carried out to determine the learning difficulties and misconceptions of Grade 4 students on fractions by using the Diagnostic Tree Technique, an alternative assessment and evaluation tool. When studies on the fractions are examined, it has been seen that the data obtained with the Diagnostic Tree Technique are limited. The study group consisted of 8 students in the 4th grade of a primary school in the city center of Batman in 2017-2018 academic year. In order to collect data convergent parallel design, one of the mixed method research designs which both quantitative and qualitative data collection tools utilized were used. The quantitative data were obtained by using the Diagnostic Tree Test and the qualitative data were obtained by semi-structured interview technique. The questions in the diagnostic branched tree test were prepared in accordance with learning outcomes of Ministry of National Education for 4th graders. The reliability of the questions in the test was calculated as 0,79 with the KR20 formula. The frequencies of the answers of the students were calculated by SPSS package program. As a result of the interviews, the results of the students' responses were analyzed and the data obtained from the two data sources were blended in the analyzed findings part. In the light of the obtained data, the misconceptions in the lower learning area of fourth grade students were determined and some suggestions were made to prevent misconceptions.

Keywords: Fractions, Misconceptions, Diagnostic Branched Tree, 4th Grade Students

DOI: 10.7176/JSTR/5-2-37