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

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2015
Tüysüz, Mustafa
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 weeks in the 2013-2014 spring semester at one public Anatolian High School on ninth grade students in 6 classes. The sample of the study contains 151 ninth-grade students (69 males and 82 females). The research design for conducting this study was adopted the non-equivalent control group design as a type of quasi-experimental design. It was utilized three different types of instruction methods that were based on the 5E learning cycle and Gardner’s multiple intelligence theory and the traditional instructional method in the study. The 5E learning cycle instruction were applied to the one of the experimental groups while the other experimental group were instructed with the based on the multiple intelligence theory instruction. Also, the control group was implemented with traditioanal instructional method. The students were given as the pre-tests that were Chemical Properties Achievement Test to check the students prior knowledge on the unit of the chemistry properties and the possible differences among the groups before the treatment. At the end of the study, Chemical Properties Achievement Test, which was prepared according to the ninth grade chemistry curriculum, was applied all groups as a post-test to seek the effect of treatment on the students’ achievement on the current chemistry topic. Furthermore, this test was again given three and a half months after the end date of the study to measure students' retention levels. Moreover, Attitude Scale Toward Chemistry was applied to all of the groups for comparing students’ attitudes toward chemistry before and after the implementation. Finally, Chemistry Motivation Questionnaire which includes intrinsic motivation, goal orientation, self-determination, self-efficacy, and anxiety components were given to before and after treatment to evaluate students’ componens of motivation to learn chemistry. After gathering all instruments data, they were analyzed by using SPSS 22.0. It was utilized descriptive and inferential statistics analysis (MANCOVA) to interpret the data. In addition to these analyzes. Also, ANCOVA was performed to set out to double-check with additional analysis. The finding of the study indicated that the based on the 5E learning cycle and multiple intelligence theory instructions were effective than traditionally designed instruction in terms of students’ achievement and retention level on unit of chemical properties concepts, their attitude toward chemistry and some constructs of motivation to learn chemistry. On the contrary, there were no differences regarding the participants’ average self-efficacy and anxiety scores among the groups.
Citation Formats
M. Tüysüz, “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,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.