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The effect of the web based asynchronous teaching method course on the pre-service teachers' achievement, metacognition, and attitudes towards computer, www and web based course

Topçu, Abdullah
This study aimed to explore the effects of instructional methods in the asynchronous web-based أScience and Math Teaching Methods Courseؤ on pre-service teachers̕ achievement, metacognition, and attitudes towards computer, WWW, and the web-based course. It was conducted with two groups, total of 63 third grade pre-service teachers, and one instructor (the researcher), in the Elementary Education Department at Bosphorus University in the academic year of 2003-2004. The Instructor used ̀Direct Instructioǹ method based on behaviorist approach for one group, and Ìndirect Instructioǹ method based on constructivist approach for the other one. The general metacognition questionnaire and, attitude scales for the computer and WWW were given as pretests, and after a fourteen-week treatment period they were given as posttests to both groups. Additionally, in the middle of the semester a midterm exam, and at the end of the semester a final exam, and attitudes towards web-based course scale were administered. Thus, the effectiveness of the two different instructional methods was compared. The data obtained were analyzed by statistical techniques of multivariate analyses of covariance. Results of the statistical analyses indicated that the group exposed to the web-based indirect instruction had significantly higher achievement on the final exam than the one exposed to the web based direct instruction. On the other hand, the group exposed to the web based direct instruction had significantly higher attitudes towards web-based course than the one exposed to the web-based indirect instruction. However, the statistical analyses failed to show any significant differences between the groups on the midterm exam, metacognition, and, attitudes towards computer and WWW.