The effect of context-based instruction integrated with learning cycle model on students’ achievement and retention related to states of matter subject

Download
2013
Sunar, Sabiha
This study aims to explore the effectiveness of context-based instruction integrated with learning cycle model as compared to the traditional instruction on tenth grade students’ achievement and knowledge retention on the states of matter subject and their attitudes toward chemistry. In order to achieve this aim, a quasi-experimental pre-test post-test control group research design was applied. A total of 150 tenth grade students of two high schools were the participants of the study. During the treatment, experimental group students received context-based instruction integrated with learning cycle model whereas control group students received traditional instruction. The treatment lasted for 6 weeks and the data were collected through “States of Matter Achievement Test” and “Affective Characteristics Questionnaire”. These instruments were administered to both groups as pre-tests in order to determine students’ level of prior knowledge of states of matter subject and prior attitudes toward chemistry before the treatment and as post-tests to monitor the effectiveness of the instructions following the treatment. “States of Matter Achievement Test” was also administered as a delayed post-test to assess knowledge retention of students four months later. By conducting MANCOVA, the main effects of the instructions and gender as well as their interaction effects were investigated. The context-based instruction integrated with learning cycle model resulted with significantly higher achievement scores and higher knowledge retention on the states of matter subject and better attitudes towards chemistry when compared to the traditional instruction. The interaction effects among independent variables were not significant for any of the dependent variables.

Suggestions

The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics
Yerdelen Damar, Sevda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013)
This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the ex...
The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acids and bases concepts and motivation to learn chemistry
Çetin Dindar, Ayla; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were adm...
The effect of 5E learning cycle and multiple intelligence approach on 9th grade students’ achievement on unit of chemical properties, attitude, and motivation toward chemistry
Tüysüz, Mustafa; Geban, Ömer; Department of Secondary Science and Mathematics Education (2015)
The current study aimed to explore the effectiveness of based on 5E learning cycle model and Gardner's multiple intelligence theory oriented instructions students’ achievement and their retention level in unit of chemical properties concepts, attitude towards chemistry, and constructs of motivation to learn chemistry when compared with traditional instruction method on ninth grade public Anatolian high school students in Kecioren District of Ankara. The current study was intended in approximately eight week...
Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation
Belge Can, Hatice; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performan...
Effectiveness of 5E learning cycle model on hihg school students' understanding of solubility equilibrium concept
Aydemir, Nurdane; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students’ understanding of solubility equilibrium concept, students’ perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test ...
Citation Formats
S. Sunar, “The effect of context-based instruction integrated with learning cycle model on students’ achievement and retention related to states of matter subject,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.