“…There are studies examining the effect of material use on attitude in the framework of the research on attitudes towards geometry (Yemen, 2009;Budak, 2010;Önal and Demir, 2012;Şeker, 2014;Orçanlı, 2015;Sarıaslan and Küçük Demir, 2019;Topraklıoğlu, 2019;Özmen, 2019 ;Göksu, 2020;Frazier, 2020) and studies on determining the attitude towards geometry and whether it differed in terms of demographic characteristics (Bulut et al, 2002;Bindak, 2004;Aktaş and Aktaş, 2012;Mahanta, 2012;Hızlı, 2013;Sunzuma, Masocha and Zezekwa, 2013;Avcı et al, 2014;Melo and Martins, 2015;Kaba Daymaz and Boğazlıyan, 2016;Bora and Ahmed, 2018;Özdişçi, 2019;Ylano and Tayaben, 2019;Auliya and Munasiah, 2020;Bulut et al, 2020;Sevgi and Gürtaş, 2020;İlhan, Gemcioğlu and Poçan, 2021;Yücel and Koç, 2021) while studies on perceived school experiences usually centered on metaphor studies on school life Özdemir and Yüner, 2017;Arslan, 2020), on factors such as academic motivation and commitment to school (Finn, 1993;Arastam, 2009;Middleton and Midgley, 2002;Bozanoglu, 2004;Dogan, 2014;Fan and Williams, 2018) and on perceived school experiences in terms of demographic characteristics (Güler, 2019). Based on the relevant literature review, no research was found on the relationship between middle school students' attitudes towards geometry and their perceived school experiences.…”