The investigation of the effect of computer and technology suppreted teaching applications on students’ accessibilty about the teaching of the topic of energy
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| Názov: | The investigation of the effect of computer and technology suppreted teaching applications on students’ accessibilty about the teaching of the topic of energy |
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| Autori: | Kunt H., Kuyga A., Kenar I., Erdem A.R., Karaca Y. |
| Informácie o vydavateľovi: | Sakarya University, 2015. |
| Rok vydania: | 2015 |
| Predmety: | Retention, 4. Education, Students' accessibility, Technology supported teaching |
| Popis: | In this research, effectiveness of computer and technology supported teaching applications on students’ accessibility about the subject of “energy” in grade 9 was studied. 90 students from different classes in a public school in the centre of Ankara were used as 2 control and 2 experiment groups, which constituted the research sample in the second semester of 2013-2014 educational year. The survey was a semi-experimental study based on the ‘Control Grouped Pre-test and Post-test Model’. According to Fraenkel and Wallen (2006) experimental researches are the most valid and reliable ways to observe the effects of the variable and to test the cause and effect relationships. “Accessibility test of the topic of energy” prepared by the researchers was used as a means of collection of data. Pre-test before the intervention, post-test after the intervention, and retention test 4 weeks after the application were applied. For statistical analysis of the collected data, descriptive statistical methods (mean, ± standard deviation, percentage) as well as independent samples T-test, one-way ANOVA and LSD test cross-table were used. As a result of analysis, it was found that, both post-test results of the students in the experimental group, in which computer and technology supported lessons were carried out, and post-test results of the students in the control group showed a statistically important increase. However, while the increase was found to be % 189 among the group of students where computer and technology supported lessons were carried out, it was found to be % 128 among the other group where regular educational program was carried out. According to retention test applied to both groups, 4 weeks after the intervention, while the loss found to be % 2.3 for the group of students where computer and technology supported lessons were carried out, it was found to be % 9.5 for control group where regular educational program was carried out. Thus, it was concluded that, comparing with classical teaching applications, computer and technology supported teaching practices were more effective on increasing students’ accessibility and maintaining retention. © The Turkish Online Journal of Educational Technology. |
| Druh dokumentu: | Article |
| Jazyk: | English |
| Prístupová URL adresa: | https://hdl.handle.net/20.500.12438/7684 |
| Prístupové číslo: | edsair.od......4611..2f3023dd72d4df64134c7c8932f32593 |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | In this research, effectiveness of computer and technology supported teaching applications on students’ accessibility about the subject of “energy” in grade 9 was studied. 90 students from different classes in a public school in the centre of Ankara were used as 2 control and 2 experiment groups, which constituted the research sample in the second semester of 2013-2014 educational year. The survey was a semi-experimental study based on the ‘Control Grouped Pre-test and Post-test Model’. According to Fraenkel and Wallen (2006) experimental researches are the most valid and reliable ways to observe the effects of the variable and to test the cause and effect relationships. “Accessibility test of the topic of energy” prepared by the researchers was used as a means of collection of data. Pre-test before the intervention, post-test after the intervention, and retention test 4 weeks after the application were applied. For statistical analysis of the collected data, descriptive statistical methods (mean, ± standard deviation, percentage) as well as independent samples T-test, one-way ANOVA and LSD test cross-table were used. As a result of analysis, it was found that, both post-test results of the students in the experimental group, in which computer and technology supported lessons were carried out, and post-test results of the students in the control group showed a statistically important increase. However, while the increase was found to be % 189 among the group of students where computer and technology supported lessons were carried out, it was found to be % 128 among the other group where regular educational program was carried out. According to retention test applied to both groups, 4 weeks after the intervention, while the loss found to be % 2.3 for the group of students where computer and technology supported lessons were carried out, it was found to be % 9.5 for control group where regular educational program was carried out. Thus, it was concluded that, comparing with classical teaching applications, computer and technology supported teaching practices were more effective on increasing students’ accessibility and maintaining retention. © The Turkish Online Journal of Educational Technology. |
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