The Effect of Activities Developed with Web 2.0 Tools Based on the 5E Learning Cycle Model on the Multiplication Achievement of 4th Graders

数学教育 显著性差异 群(周期表) 乘法(音乐) 班级(哲学) 数学 基督教牧师 心理学 算术 计算机科学 统计 人工智能 物理 组合数学 神学 哲学 量子力学
作者
Mehmet Özenç,Harun DURSUN,Selçuk ŞAHİN
出处
期刊:Participatory educational research [Participatory Educational Research (Per)]
卷期号:7 (3): 105-123 被引量:14
标识
DOI:10.17275/per.20.37.7.3
摘要

This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.
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