Effect of physical modeling and computer animation implemented with social constructivist instruction on understanding of human reproductive system

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2014
Esendemir, Gonca
Main purpose of the study was to compare effectiveness of the physical modeling and computer animation implemented with social constructivist and traditionally designed instruction on 10th grade students’ understanding of human reproductive system, motivation towards learning biology and types of achievement goal orientation. Design of the study was quasi-experimental with 125 students from six intact classes in a private high school in Ankara. Three groups for both experimental and controlled groups were randomly assigned. Students in the experimental group were instructed by computer animation and physical modeling implemented with social constructivist instruction, while students in the control group were instructed with traditionally designed biology instruction. Human Reproductive System Conceptual Test (HRSCT), Student Motivation towards Biology Lesson Questionnaire (SMTBL), Achievement Goal Questionnaire (AGQ) were administered as a pre- test and post- test to assess students’ understanding on human reproductive system concepts, motivation towards learning biology and types of achievement goal orientation according to the 2x2 achievement goal framework. Science Process Skill Test (SPST) was given at the beginning of the study to determine students’ science process skills. Results of MANOVA indicated that experimental group showed significantly better acquisition of the scientific concepts in addition to improving students’ motivation towards biology learning as a school subject than traditionally designed biology instruction. Analysis of covariance (ANCOVA) showed that students in control group had significantly higher tendency to have performance approach and performance avoidance goals. In contrary there is no significant difference between mastery approach and mastery avoidance goals in between two groups.