Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

Autor/in	Uyanik, Gökhan
Titel	Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention
Quelle	In: Universal Journal of Educational Research, 4 (2016) 5, S.1223-1230 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Learning Processes; Teaching Methods; Science Instruction; Student Attitudes; Student Motivation; Retention (Psychology); Academic Achievement; Elementary School Science; Elementary School Students; Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Comparative Analysis; Scores; Achievement Tests; Attitude Measures; Instructional Effectiveness; Likert Scales; Nonparametric Statistics; Turkey + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schulische Motivation; Merkfähigkeit; Schulleistung; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtserfolg; Likert-Skala; Türkei
Abstract	The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different classes in a state school in the province of Kastamonu, in 2015-2016 academic years fall term. Classes were assigned randomly as experimental group (N = 33) and control group (N = 32). Lessons were conducted based on learning cycle approach in experimental group. In control group, lessons were conducted based on teacher centered method. Data were collected through achievement test, attitude and motivation scales. To analyze the data, one-way ANOVA and independent t-test were used to compare the groups' scores. According to research results, it was found that a significant difference between experimental and control groups' academic achievement test and motivation scale post-tests scores, in favor of experimental group. Additionally, it was identified that the difference between retention test scores were also significant statistically in favor of experimental group. Yet, it was reached that the difference between attitude scale scores of experimental and control group were not significant statistically. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01