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    The effect of the 4MAT learning Style model on academic achievement and learning retention in teaching “ratio and proportions”
    (Çanakkale Onsekiz Mart Üniversitesi, 2016) Cengizhan, Sibel; Özer, Sabiha
    The purpose of the study is to examine whether 4MAT learning pattern have an effect on academic achievement and learning retention in “ratio and proportion” subject teaching related to primary education seventh grade mathematics class. In the study, of the trial patterns, control group pretest-posttest pattern have been used. The study group consists of total 38 students from two branches who are studying at a secondary school under the ministry of national education in İstanbul, seventh grade in half term of 2014-2015 academic years. Experimental groups and control groups were selected by random sampling method; the 20 students branch was determined as experimental group and the 18 students branch as control group. The study was completed in total 5 weeks period including 2-course hours for each week. The experimental and control groups were equilibrated in terms of gender, parental educational status and pre-test scores. The groups were equilibrated in terms of gender, parental education status variables by crosstab chi-squared test. Teaching-learning activities up to 4MAT learning pattern were set up for the experimental group. However, for the control group, the activities up to traditional teaching were set up. 20 items achievement test that has item analysis was implemented to the groups as pretest before teaching, as posttest after 10 course hours teaching and as permanence test after 3 weeks period. The compliance of the data obtained from pretest, posttest and retention tests belong to the experimental and control groups to normal distribution curve was tested over Kolmogorov Smirnov and it was stated that the distributions were normal. In the light of this data, t-test was used at the level of significance. It is inferred from the findings that the learning based on 4MAT learning pattern increases the success, is more successful compared to traditional teaching and ensures permanent learning.