Web Destekli Öğretimin Karışımlar Konusunda Öğrencilerin Akademik Başarılarına ve Kimyaya Karşı Tutumlarına Etkisi

Çalışmanın amacı, "Kimyagerin Sınıfı" isimli web destekli materyalin 9. Sınıf öğrencilerinin karışımlar konusundaki akademik başarılarına, kimya dersine karşı tutumlarına ve bilgisayara karşı tutumlarına etkisini araştırmaktır. Çalışmaya 54 9. Sınıf öğrencisi katılmıştır. Çalışmada yarı deneysel araştırma deseni kullanılmış, deney ve kontrol grubu oluşturulmuştur. Uygulamadan önce "Bilgisayar Tutum Ölçeği", "Kimya Tutum Ölçeği" ve "Akademik Başarı Testi" deney ve kontrol grubuna ön test olarak uygulanmıştır. Öğretmen, kontrol grubunda Kimya Ders Kitabını (MEB, 2012) takip ederek ders işlerken, deney grubunda web destekli "Kimyager'in Sınıfı" isimli materyali kullanmıştır. Deneysel araştırma 4 hafta sürmüş ve ardından son testler uygulanmıştır. Çalışmanın bulguları öğrencilerin bilgisayara karşı tutumları arasında anlamlı bir fark olmadığını, akademik başarıları ve kimyaya karşı tutumlarında deney grubu lehine anlamlı fark olduğunu göstermiştir.

The Effect of Web Assisted Teaching on Students' Achievement in the Subject of Mixtures and Attitudes towards Chemistry

The aim of the study is searching for the effect of a web assisted education material called "chemist's class" on 9th year students' academic achievement in the "mixtures" unit, their attitudes towards chemistry and attitudes towards computers. 54 9th year students have been participated in the study. In the study, a quasiexperimental model has been used. One control and one experimental group have been created. Prior to the application, "Computer Attitude Scale ", "Chemistry Attitude Scale" and "Academic Achievement Test" have been administered as pre test to control and experimental groups. The teacher has lectured through Chemistry textbook (MONE, 2012) in control group. Experimental group has been lectured by using web assisted learning material called "Chemist's Class" software. The application has been conducted in 4 weeks time and following to the applications post tests have been administered. The findings of the study have displayed that there is no statistically significant difference between students' attitudes towards computers. The findings of the study have revealed that there has been a statistically significant difference between students' academic achievement and their attitudes towards chemistry in favor of the experimental group. The findings have revealed that the software used in the application has a positive effect on students' attitudes.

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