Literaturnachweis - Detailanzeige
| Autor/inn/en | Aynas, Naciye; Aslan, Mecit |
|---|---|
| Titel | The Effects of Authentic Learning Practices on Academic Success in Science Courses |
| Quelle | In: Educational Research Quarterly, 44 (2021) 4, S.3-30 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0196-5042 |
| Schlagwörter | Authentic Learning; Academic Achievement; Science Instruction; Instructional Effectiveness; Secondary School Students; Grade 6; Foreign Countries; Turkey |
| Abstract | This study aimed to analyze the effects of authentic learning practices -applied in science course- on academic success. A quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students (31 of those in the experimental group, 31 of those in the control-I group and 30 of those in the control-II group) at the level of 6th grade in Van/Turkey in the 2017-2018 academic year. The academic success test developed by the researchers was used to collect data for the study. This test was applied to all three study groups as the pre-test, post-test and permanency test. Descriptive statistics, one-way ANOVA, ANCOVA, and repeated measures ANOVA were used to analyze the data obtained from the study. The results of the study showed that there was a significant difference between the experimental group and control groups in terms of academic success post-test and permanency test in favor of the experimental group. Besides, it was determined that authentic learning practices applied in the experimental group were effective in increasing academic success and provided permanent learning. (As Provided). |
| Anmerkungen | Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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