Utilization of learning objects in social studies lesson : achievement, attitude and engagement

Download
2013
Gürer, Melih Derya
This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers’ and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic year. The participants of this study were 137 students studying at the 6th grade in a public primary school in Bolu. An experimental study was conducted to compare students’ achievement, their attitudes toward social studies lesson, and their engagement in the social studies lesson with and without using learning objects. Using the survey method, students’ evaluations of their learning objects were examined. Students were observed in the classroom environment during the experimentation in order to reveal how they used the learning objects. Teachers and students were interviewed to elicit their opinions about using learning objects in the instructional and the learning process. Quantitative data were analyzed using descriptive statistics such as mean and variance, and inferential statistics like paired-samples t-test, independent samples t-test, Mann Whitney U-test, Wilcoxon signed rank test for paired samples test and Spearman’s rho test. On the other hand, qualitative data were analyzed through content analysis. The quantitative findings of the study showed that experimental group students’ scores were significantly higher than those of the control group students in the social studies achievement test, attitude scale and course engagement scale. Students in the experimental group had positively evaluated the learning objects of the study. In addition, positive correlation was identified between the achievement and course engagement, and between the achievement and learning object evaluation scores. The qualitative results of the study indicated that the characteristics and design principles of learning objects influenced the course achievement, attitude and engagement of students. These emerging results and the discussion have some important implications for teachers and instructional designers. The study contributes to a well-grounded understanding of learning objects approach and provides a basis for further empirical studies on learning objects.

Suggestions

Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents /
Kasapoğlu, Koray; Yıldırım, Ali; Department of Curriculum and Instruction (2014)
This study aims to explore teachers’, students’, and their parents’ conceptions of effective learning and to examine factors that facilitate or distract effective learning in social studies and science courses at the sixth and seventh grades. The study, through a qualitative, phenomenological research design, was conducted in eight middle schools in Afyonkarahisar, Turkey. The participants were 16 teachers, 48 students, and 24 parents. Data were mainly collected through individual interviews with teachers a...
Needs assessment with special emphasis on individual differences based on teaching and assessment methods in science and technology classes by primary school teachers
Özdemir, Pınar; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2007)
The purpose of this study was to explore and investigate perceptions and needs of the primary school teachers’ in 4th and 5th grade public schools in Yenimahalle and Çankaya districts related to the teaching and assessment methods based on individual differences in science and technology classes. Furthermore this study investigated the teachers’ perceptions on new science and technology curriculum in Turkey and their perceptions on individual differences. The research type of this study include survey, caus...
Relationship between achievement goal orientations and use of learning strategies
Somuncuoğlu, Yeşim (Informa UK Limited, 1999-05-01)
Students' achievement goal orientations, learning strategies, and the relationship between them were identified. One hundred and eighty-nine students enrolled in an undergraduate educational psychology course completed a questionnaire on goal orientations and learning strategies. Results indicated that most of the students were close to mastery orientation and somewhat ego-social. Students used deep cognitive strategies often; they used surface and metacognitive strategies occasionally. Mastery orientation ...
Examining how early childhood education relate to narrative skills
Akdağ, Zeynep; Erdiller Akın, Zeynep Berna; Department of Educational Sciences (2008)
The aim of this study is to compare the narrative skills of first grade elementary students who had early childhood education and the narrative skills of first grade elementary students who did not have early childhood education and investigate their parents’ reading-related activities with them. In order to achieve this aim, the present study focuses on narratives produced by students who had early childhood education and students who did not have early childhood education using Mercer Mayer’s (1969) wordl...
Relations between classroom teachers attitudes toward change, perceptions of "constructivist" curriculum change and implementation of constructivist teaching and learning activities in class at primary school level
Kasapoğlu, Koray; Yıldırım, Ali; Department of Educational Sciences (2010)
This study aimed at determining whether classroom teachers‘ attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructiv...
Citation Formats
M. D. Gürer, “Utilization of learning objects in social studies lesson : achievement, attitude and engagement,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.