Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

Download

index.pdf

Date

2018-01-01

Author

ÇETİN, ALİ
Özdemir, Ömer Faruk

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

203
views

170
downloads

The purpose of this study is to explore the effects of instructional mode, methods, and interaction between them. In order to achieve this purpose, two two-level-independent variables were defined, teaching modes (blended vs. face-to-face) and teaching methods (expository vs. inquiry). Thus, a 2x2 factorial design was performed with four treatment groups of 314 students. Before and after the treatments, pre-tests and post-tests on achievement in electricity concepts, science process skills, and attitudes toward physics were administered. For the analysis of the data multivariate analysis of covariance were performed. It was found that the effect of blended mode is not dependent upon the teaching methods implemented. Related to the effects of instructional mode; blended instruction is more effective than face-to-face instruction in supporting students' achievement in electricity and science process skills. Additionally, it was found that the expository teaching method is as effective as the inquiry teaching method.

Subject Keywords

Blended learning, Inquiry, High schools, Physics education

URI

https://hdl.handle.net/11511/43991

Journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

DOI

https://doi.org/10.29333/ejmste/85217

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Development of a community of inquiry in online and blended learning contexts Akyol, Zehra; Garrison, D. Randy; Özden, Muhammet Yaşar (2009-02-07) This paper discusses findings of a mixed method research project with the goal to study the development of a community of inquiry in online and blended learning environments. A graduate course delivered online and blended format was the focus of the study. Data was gathered from the Community of Inquiry Survey and transcript analysis of online discussions to explore the developmental differences on each presence (social, teaching and cognitive). The results showed: significant differences on social and cogn...
Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction PEŞMAN, HAKİ; Özdemir, Ömer Faruk (2012-01-01) The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2 x 2 factorial design was performed with four treatment groups, including 131 11th-...
Exploring the Effects of Science Writing Heuristic Approach on 8th Grade Students Metacognition Tucel, Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren (2015-09-04) The purpose of this study was to explore the effects of Science Writing Heuristic (SWH) approach on middle school students' metacognition. For this purpose, a quasi-experimental research design, the non-equivalent control group post-test only design was used with the aim to compare the experimental and the comparison groups mean difference with respect to dependent variables. 60 eight grade students with a mean age of 14 years in two classes selected from one public school in an urban area. One class was ra...
The effects of cooperative learning activities on the retention of vocabulary Duzan, Kemal Cem; Daloğlu, Ayşegül; Department of English Language Teaching (2006) The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading less...

Citation Formats

A. ÇETİN and Ö. F. Özdemir, “Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 1815–1826, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43991.