Date

2002

Author

Çakır, Özlem Sıla

Metadata

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The main purpose of this study is to investigate the effects of case-based instruction, learning styles and gender on students' performance skills, higher order thinking skills, attitudes toward biology, and academic knowledge on nervous system. This study was carried out during 2000-2001 Fall Semester at Atatürk Anatolian High School. Seventyfour 10th grade students from the two different classes were involved in the study. One class was assigned as the experimental group, whereas the other class was assigned as the control group. Students in control group received the instruction on nervous system by regular traditional teaching methods. Experimental group students were instructed with case-based instruction. Biology achievement test on nervous system, attitude scale toward biology, and learning style inventory were administered in this study. These three instruments were given as pre-test prior to the treatment and post-test after the treatment to both experimental and control group students. IllMultivariate Analysis of Variance (MANOVA) was used to investigate the contribution of case-based instruction, learning styles, and gender on students' performance skills, attitudes toward biology, higher order thinking skills, and academic knowledge. Apart from the treatment, learning styles and gender were involved in the analysis as independent variables. Results revealed that there was a significant contribution of case-based instruction on students' performance skills and academic knowledge but there was not a significant contribution on attitudes toward biology and higher order thinking skills. In addition, students' learning styles and gender did not have significant contribution on students' performance skills, attitudes toward biology, higher order thinking skills, and academic knowledge.

Subject Keywords

Problem-based learning, Tenth grade (Education), Education, Secondary, Study skills, Learning, Psychological of, Comprehension, Science, Case-based instruction, Science education.

URI

https://hdl.handle.net/11511/12876

Collections

Graduate School of Natural and Applied Sciences, Thesis