Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes
Advances in computer technologies and adoption of related methods and techniques in education have developed parallel to each other. This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-t...
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| Veröffentlicht in: | European journal of educational research 2014, Vol.3 (1), p.9 |
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| creator | Ercan, Orhan Bilen, Kadir |
| description | Advances in computer technologies and adoption of related methods and techniques in education have developed parallel to each other. This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental research model, this study examined the effects of the web-assisted education method supported by six thinking hats technique on student achievement, on students' attitudes towards science and their attitudes towards the use of computers in science classes. The working group of the study was composed of 7th graders in a state secondary school in the 2013-2014 academic year. A working group consists of two randomly selected classes assigned as the experimental and control groups. The working group comprised of 50 students with 25 experimental and 25 control group students. Paired samples t-test, independent samples t-test and ANOVA techniques were used in analyzing the data collected via data collection tools to compare the experimental and control groups. The results showed that web-assisted education materials prepared with the use of the six thinking hats technique increased student attitudes towards science and computers. Students' attitudes towards computers were similar based on the variables of owning a computer and gender. Paternal education levels had no significant effects on student attitudes towards computers and their academic achievement. |
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This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental research model, this study examined the effects of the web-assisted education method supported by six thinking hats technique on student achievement, on students' attitudes towards science and their attitudes towards the use of computers in science classes. The working group of the study was composed of 7th graders in a state secondary school in the 2013-2014 academic year. A working group consists of two randomly selected classes assigned as the experimental and control groups. The working group comprised of 50 students with 25 experimental and 25 control group students. Paired samples t-test, independent samples t-test and ANOVA techniques were used in analyzing the data collected via data collection tools to compare the experimental and control groups. The results showed that web-assisted education materials prepared with the use of the six thinking hats technique increased student attitudes towards science and computers. Students' attitudes towards computers were similar based on the variables of owning a computer and gender. 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Paternal education levels had no significant effects on student attitudes towards computers and their academic achievement.</description><subject>Academic Achievement</subject><subject>Access to Computers</subject><subject>Comparative Analysis</subject><subject>Computer Attitude Scale</subject><subject>Computer Attitudes</subject><subject>Control Groups</subject><subject>Creative Thinking</subject><subject>Critical Thinking</subject><subject>Demography</subject><subject>Educational Attainment</subject><subject>Experimental Groups</subject><subject>Foreign Countries</subject><subject>Gender Differences</subject><subject>Grade 7</subject><subject>Mathematics Education</subject><subject>Parent Background</subject><subject>Parents</subject><subject>Predictor Variables</subject><subject>Pretests Posttests</subject><subject>Science Education</subject><subject>Scientific Attitudes</subject><subject>Secondary School Students</subject><subject>Statistical Analysis</subject><subject>Student Attitudes</subject><subject>Student Characteristics</subject><subject>Teaching Methods</subject><subject>Turkey (Istanbul)</subject><subject>Web Based Instruction</subject><issn>2165-8714</issn><issn>2165-8714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFij2LwkAURYdFYUXzE4TXbSVM_IjZUiSL2BqwDOPMS_LcZCbkTZZN7R83goWdt7mXc8-HmCzDaLOIt-F69LI_RcB8lUPiMPreyom4JXmO2oPL4YwX2DETezSQmE4rT87CqWsa1z7YpYcT_UNakv0lW8BBeYaH4TuD1vMX7LQyWJMeRkn4h_WAgQZDE1qNoKyBFHVpXeWKHvaVYkaeiXGuKsbg2VMx_0nS_WGBLemsaalWbZ8lx1DGkVzJ1bv_DmWwTek</recordid><startdate>2014</startdate><enddate>2014</enddate><creator>Ercan, Orhan</creator><creator>Bilen, Kadir</creator><general>Eurasian Society of Educational Research Association</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2014</creationdate><title>Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes</title><author>Ercan, Orhan ; Bilen, Kadir</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ10860303</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic Achievement</topic><topic>Access to Computers</topic><topic>Comparative Analysis</topic><topic>Computer Attitude Scale</topic><topic>Computer Attitudes</topic><topic>Control Groups</topic><topic>Creative Thinking</topic><topic>Critical Thinking</topic><topic>Demography</topic><topic>Educational Attainment</topic><topic>Experimental Groups</topic><topic>Foreign Countries</topic><topic>Gender Differences</topic><topic>Grade 7</topic><topic>Mathematics Education</topic><topic>Parent Background</topic><topic>Parents</topic><topic>Predictor Variables</topic><topic>Pretests Posttests</topic><topic>Science Education</topic><topic>Scientific Attitudes</topic><topic>Secondary School Students</topic><topic>Statistical Analysis</topic><topic>Student Attitudes</topic><topic>Student Characteristics</topic><topic>Teaching Methods</topic><topic>Turkey (Istanbul)</topic><topic>Web Based Instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ercan, Orhan</creatorcontrib><creatorcontrib>Bilen, Kadir</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>European journal of educational research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ercan, Orhan</au><au>Bilen, Kadir</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1086030</ericid><atitle>Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes</atitle><jtitle>European journal of educational research</jtitle><date>2014</date><risdate>2014</risdate><volume>3</volume><issue>1</issue><spage>9</spage><pages>9-</pages><issn>2165-8714</issn><eissn>2165-8714</eissn><abstract>Advances in computer technologies and adoption of related methods and techniques in education have developed parallel to each other. This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental research model, this study examined the effects of the web-assisted education method supported by six thinking hats technique on student achievement, on students' attitudes towards science and their attitudes towards the use of computers in science classes. The working group of the study was composed of 7th graders in a state secondary school in the 2013-2014 academic year. A working group consists of two randomly selected classes assigned as the experimental and control groups. The working group comprised of 50 students with 25 experimental and 25 control group students. Paired samples t-test, independent samples t-test and ANOVA techniques were used in analyzing the data collected via data collection tools to compare the experimental and control groups. 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| ispartof | European journal of educational research, 2014, Vol.3 (1), p.9 |
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| source | ERIC - Full Text Only (Discovery); EZB-FREE-00999 freely available EZB journals |
| subjects | Academic Achievement Access to Computers Comparative Analysis Computer Attitude Scale Computer Attitudes Control Groups Creative Thinking Critical Thinking Demography Educational Attainment Experimental Groups Foreign Countries Gender Differences Grade 7 Mathematics Education Parent Background Parents Predictor Variables Pretests Posttests Science Education Scientific Attitudes Secondary School Students Statistical Analysis Student Attitudes Student Characteristics Teaching Methods Turkey (Istanbul) Web Based Instruction |
| title | Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes |
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