Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

Date

2014-01-01

Author

SADİ, ÖZLEM
Çakıroğlu, Jale

Metadata

Show full item record

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

Item Usage Stats

174
views

0
downloads

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was conducted with two teachers and four classes for a total of 60 11th grade students from high school. One class for each teacher was assigned as an experimental group and treated with 5E LC instruction and the other class was assigned as a control group and treated with traditional instruction (TI). The Human Circulatory System Achievement Test (HCSACT) was administered twice as a pre-test and after the treatment period, as a post-test to both the experimental and control groups. The Learning Approach Questionnaire, Test of Logical Thinking, Self-Efficacy Scale, Locus of Control Scale and Attitude toward Biology Scale were also administered to all students. The results indicated that the LC improved students' achievement in the HCSACT compared to TI. Stepwise multiple regression analysis revealed that in the learning cycle classrooms, the main predictors of achievement on the HCSACT were students' reasoning ability (45.8%) and their prior knowledge (15.9%). In traditional classrooms, students' meaningful learning orientation (40%) and locus of control (9.8%) were the main predictors of achievement.

Subject Keywords

Learning Cycle, Motivation, Human Circulatory System, Cognitive Variables

URI

https://hdl.handle.net/11511/54008

Journal

KURAM VE UYGULAMADA EGITIM BILIMLERI

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Relation of cognitive variables with students' human circulatory system achievements in traditional and learning cycle classrooms SADİ, ÖZLEM; Çakıroğlu, Jale (2012-02-05) This study aimed to investigate the relationship among students' prior knowledge, meaningful learning orientation (MLO), reasoning ability (RA) and achievement in human circulatory system in learning cycle (LC) and traditional classrooms (TC). In this study, Human Circulatory System Achievement Test was applied twice as pre-test and after treatment period as a post-test to both experimental and control groups. Two teachers and four classes and total of 60 11th grade students were participated in this em stu...
Relation of cognitive and motivational variables with students’ human circulatory system achievement in traditional and learning cycle classrooms Sadi, Özlem; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2010) This study aimed to investigate the relationships among high school students’ relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement in human circulatory system in learning cycle and traditional classrooms. This study was conducted with 2 teachers and 4 classes and total of 60 11th grade students in the private high schools at Ümitköy district of Ankara in the fall semester of 2008-2009 academic years. One class...
Effects of instructions based on cognitive bridging and cognitive conflict on 9th grade students‘ understanding of force and motion, epistemological beliefs, and self-efficacy Yaman, İbrahim; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students‘ conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students‘ gender were used as independent variables in a 3x2 factorial design. Within this ...
Relative influence of cognitive and motivational variables on genetic concepts in traditional and learning cycle classroms Atay (Doğru), Pınar; Öztekin, Ceren; Department of Secondary Science and Mathematics Education (2006) The purpose of the study is to explore relationships among elementary school students’ gender, relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward science and achievement in genetics in learning cycle and traditional classrooms. The study was conducted on 213 8th grade students from eight classes of two public elementary schools in Ankara in 2005-2006 Spring-semester. Students in the experimental group (N=104) received learning cycl...
Conceptual understanding of acids and bases concepts and motivation to learn chemistry DİNDAR, AYLA ÇETİN; Geban, Ömer (2017-01-01) The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conc...

Citation Formats

Ö. SADİ and J. Çakıroğlu, “Relations of Cognitive and Motivational Variables with Students’ Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms,” KURAM VE UYGULAMADA EGITIM BILIMLERI, pp. 1997–2012, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54008.