Effect of constructed web-supported instruction on achievement related to research methods

Download

index.pdf

Date

2004

Author

Emmungil, Levent

Metadata

Show full item record

Item Usage Stats

233
views

92
downloads

This study examined the effect of constructed web-supported instruction on students̕ achievement related to research methods. Also, in this study, constructed web site was tracking the activities of students, namely entrance and exit time, logs of each entrance to the tests as well as the results of each entrance, and posts to the forum. Another intention of the study was to construct a web support system for traditionally offered courses in order to decrease both instructor and students efforts to communicate and reach for sources. In addition, the web site was prepared as a dynamic web site to decrease the instructor̕s construct and update time of the web site to the minimum level. The subjects of the study were 24 graduate students of SSME 520 Research Methods in Education course offered by the SSME Department of METU. None of the subjects was offered an on-line course before. The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and. The results of the study showed that students had an average achievement value of 68%. There was significant correlation between the summary section usage of web site and research methods achievement, and test section usage of web site and research methods achievement. But there was no significant correlation between forum section usage of web site and research methods achievement. Another result showed that supportive web site should provide asynchronous communication for more effective usage. It can also be concluded that the speed and the visual design of the web site is very important for the students. During the development process, properties of web-based course management systems were taken as the models. Preferences of those systems were tried to accomplish. Unlike those systems, the developed site was not created for stand-alone course management systems but for an aid to the

Subject Keywords

Education.

URI

http://etd.lib.metu.edu.tr/upload/12605287/index.pdf
https://hdl.handle.net/11511/14439

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course Ertepinar, H; Geban, Ömer (Informa UK Limited, 1996-12-01) This study examines the differential effectiveness of the laboratory method based on the investigative approach and the worksheet study, both used as a supplement to the regular class work on achievement in science subject-matter. Subjects were 43 students (8th grade) enrolled in two science classes of a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group utilized supplementary instruction through the investigative-oriented activities; the control group receiv...
Contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions Sungur, Semra (Informa UK Limited, 2007-04-01) In this study, the contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions was investigated. Fifty-eight college students participated in the study. A modified version of the Approaches to Learning Instrument, the Self-Efficacy Scale, and the Metacognitive Awareness Inventory were used to measure students' motivational beliefs (mastery goal orientation, performance goal orientation, task value, and self-efficacy) and 2 componen...
The effects of problem-based learning method on 9th grade students’ achievement in geometry Apaçık, Mükerrem; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009) The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students’ geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (...
Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division Şen, Mehmet; Öztekin, Ceren (Informa UK Limited, 2018-01-01) This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was analyzed by inductive coding with respect to conceptual understanding, whereas their PCK was analyzed by within-case analysis followed by cross-case analysis to show ...
The effects of cooperative learning activities on the retention of vocabulary Duzan, Kemal Cem; Daloğlu, Ayşegül; Department of English Language Teaching (2006) The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading less...

Citation Formats

L. Emmungil, “Effect of constructed web-supported instruction on achievement related to research methods,” M.S. - Master of Science, Middle East Technical University, 2004.