The effect of using web 2.0 tools in the primary school 4th-grade science course on various variables

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dc.contributor.authorUysal, Mustafa Ziya
dc.contributor.authorÇaycı, Barış
dc.date.accessioned2024-11-07T10:40:09Z
dc.date.available2024-11-07T10:40:09Z
dc.date.issued2022
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractIn this study, we aimed to determine the effects of Web 2.0 animation tools for science education on 4th-graders’ academic achievements and basic skills, as well as their attitudes and motivations towards science courses. The study was designed with pretest-posttest control group quasi-experimental pattern. The sample consisted of 4th-grade students studying at one of the primary schools in Selçuklu, Konya, Turkey. In the comparison of the pretest mean scores of the students in the data collection tools applied to the experimental and control groups as a pretest, it was determined that the groups were equivalent to each other in terms of their baseline characteristics. The topics in the experimental and control groups were taught in accordance with the methods-techniques prepared and recommended according to the 4th grade curriculum. Unlike the students in the control group who did not receive any additional intervention, the students in the experimental group watched animations prepared by the researcher. In the posttest mean scores of the students in the experimental and control groups, there was a significant difference in favor of the experimental group (t(55)achievement=-2.23, p<0.05). Accordingly, the teaching process applied in the experimental group was more effective on academic achievement than the teaching process in the control group. In the comparison of the results of the test of basic process skills (t(55)Skill=–.730, p>0.05) applied as a posttest to the experimental and control groups at the end of the teaching processes and the posttest mean scores obtained by the students in terms of their attitude (t(55)attitude=–.730, p>0.05) and motivations (t(55)motivation=.149, p>0.05) towards science, no significant difference was found between the groups. In this respect, the teaching processes applied to the experimental and control groups did not create any difference in the students’ basic skills, attitudes or motivations towards science. © 2022, Ozgen Korkmaz. All rights reserved.
dc.identifier.doi10.17275/per.22.8.9.1
dc.identifier.endpage149
dc.identifier.issn2148-6123
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85114928444
dc.identifier.scopusqualityQ3
dc.identifier.startpage137
dc.identifier.urihttps://doi.org/10.17275/per.22.8.9.1
dc.identifier.urihttps://hdl.handle.net/11480/11452
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherOzgen Korkmaz
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectScience courses
dc.subjectUse of animation
dc.subjectWeb 2.0 tools
dc.titleThe effect of using web 2.0 tools in the primary school 4th-grade science course on various variables
dc.typeArticle

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