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- Title
EĞİTSEL OYUN, OKUMA-YAZMAOYUN VE OKUMA-YAZMA-UYGULAMA YÖNTEMLERİNİN ÖĞRENCİLERİN KARŞILAŞTIKLARI ÖĞRENME PROBLEMLERİNİ GİDERMEDEKİ ETKİSİ.
- Authors
YILDIZ, Emre; ŞİMŞEK, Ümit
- Abstract
The aim of this study is identified the effects of educational games (EG), reading-writing-game (RWG), reading-writing-application (RWA) methods and program based teaching (PBT) applications on students' academic achievements, learning motivations, learning anxieties and retention of knowledge in Circulatory System subject and Force and Motion unit in which students have learning problems such as learning difficulty, lack of motivation, learning anxiety and lack of knowledge's retention. Semi-experimental design with pretest-posttest control group was adopted in the research. The study group consisted of 166 students studying in a 6th grade in a normal secondary school in the city center of Erzurum. The data were collected by pre-knowledge, academic achievement tests, anxiety scale and motivation scale and one-way ANOVA was used in the analyzes since data is suitable for parametric tests. There is a significant difference in favour of the students who applied the EG method among the students who applied EG, RWA and PBT and RWG among RWG, RWA and PBT in terms of students' academic achievements in Circulatory System. There is a significant difference in favour of EG between EG and PBT, RWG between RWG and PBT and RWA between RWA and PBT in terms of students' academic achievements in Force and Motion unit. There is not a significant difference among the students' applied EG, RWG, RWA methods and PBT. There is a significant difference in favour of EG between EG and PBT, RWG between RWG and PBT and RWA between RWA and PBT in terms of students' learning anxiety. There is a significant difference in favour of the students who applied the EG method among the students who applied EG, RWA and PBT and RWG among RWG, RWA and PBT in terms of retention of knowledge Circulatory System subject and Force and Motion unit. As a result, it was determined that EG and RWG methods were more effective in solving the learning problems experienced by students.
- Subjects
ERZURUM (Turkey); ACADEMIC achievement testing; CARDIOVASCULAR system; EDUCATIONAL games; MOTIVATION (Psychology); ONE-way analysis of variance; OVERPRESSURE (Education); ACADEMIC motivation
- Publication
Balikesir University Journal of Social Sciences Institute, 2020, Vol 23, Issue 43, p87
- ISSN
1301-5265
- Publication type
Article
- DOI
10.31795/baunsobed.671097