Impact of Instruction with Concept Cartoons on Students' Academic Achievement in Science Lessons

Autor/in	Yilmaz, Muamber
Titel	Impact of Instruction with Concept Cartoons on Students' Academic Achievement in Science Lessons
Quelle	In: Educational Research and Reviews, 15 (2020) 3, S.95-103 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Science Achievement; Teaching Methods; Cartoons; Grade 4; Elementary School Students; Conventional Instruction; Scientific Concepts; Concept Formation; Earth Science; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Zeichentrickfilm; School year 04; 4. Schuljahr; Schuljahr 04; Concept learning; Begriffsbildung; Earth sciences; Geowissenschaften; Türkei
Abstract	In this study, the impact of concept cartoons on students' academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek Çaydegirmeni TOKI Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit "The Earth Crust and Movements of The Earth" was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01