The effect of fast draw learning strategy on the academic achievement and attitudes towards mathematics

Abstract

This study investigated the ways in which Fast Draw learning strategy affects the third grade students' academic achievement and attitudes toward mathematics in the mathematics course. The study used one of the semi-experimental patterns, the matched pattern. The study was conducted with 56 third grade students at a state elementary school. The study used academic achievement test and attitude scale for mathematics as data collection tools. Within the mathematics class experiment group Fast Draw learning strategy was utilized and the control group was taught the course according to lesson plans prepared in accordance with various activities (reading, interpreting, visualization, and solving the problem). The findings of the study revealed that the Fast Draw Learning Strategy increased the students' academic achievement and their attitude towards mathematics positively.