Uzaktan Eğitim İngilizce Dersi Kelime Öğretiminde Web 2.0 Araçları Kullanımının Öğrenci Başarısına ve Tutuma Etkisi

Çoban, Büşra Türegün; Adıgüzel, Abdullah

doi:10.21733/ibad.961403

Cited by 10 publications

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References 10 publications

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“…When the achievement test results of the experimental and control groups after the application were compared, it was determined that there was a significant difference between the achievement scores of the experimental group students in which Web 2.0 applications were used in chemistry course teaching. Similarly, many studies have shown that Web 2.0 applications have a significant impact on students' academic achievement (Akkaya, 2019;Almalı, 2020;Can, 2021;Demirel & Aslan, 2014;Köse et al 2021;Türegün et al, 2022). For example, in Köse et al (2021) study investigating the effect of Web 2.0 applications -supported argumentation on the academic achievement of secondary school students on the subject of force and energy, they determined that the experimental group students were more successful than the control group students.…”

Section: Conclusion and Discussionmentioning

confidence: 97%

“…For example, in Köse et al (2021) study investigating the effect of Web 2.0 applications -supported argumentation on the academic achievement of secondary school students on the subject of force and energy, they determined that the experimental group students were more successful than the control group students. Türegün et al (2022) found that the use of Web 2.0 tools in the distance education process increased vocabulary learning achievement in English lessons.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

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The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

ŞEKER

ÇELİK

2023

International Journal of Educational Research Review

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By engaging the focus of today's students, who are immersed in technology from birth, the employment of Web 2.0 tools in the educational process enriches learning environments. Because of this, the purpose of this study is to ascertain the impact of course materials created using Web 2.0 applications on the academic achievement and attitudes of 10th-grade chemistry students in the unit on "Acids, Bases, and Salts." One of the quantitative research techniques used in this study is a quasi-experimental design with a pre-and post-test control group. For this reason, students in the experimental group who used course materials developed by Web 2.0 applications and the control group who used the traditional teaching technique had their academic achievement scores and attitudes in the chemistry course compared. 48 students in the 10th grade from a public high school in the Yüreğir district of the province of Adana participated in the study, and the application procedure lasted for a total of 9 weeks. The academic achievement test post-test scores of the experimental and control groups showed a statistically significant difference in favor of the experimental group, according to the analysis's findings, whereas there was no statistically significant difference between the chemistry attitude scores. These findings revealed that students' achievement in chemistry was raised by activities created using Web 2.0 tools.

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Section: Conclusion and Discussionmentioning

confidence: 97%

Section: Conclusion and Discussionmentioning

confidence: 98%

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

ŞEKER

ÇELİK

2023

International Journal of Educational Research Review

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“…Web 2.0 technology tools take students away from traditional classroom environments and enable them to be active, and to share, and develop their highlevel thinking skills. Through these technologies, students also provide feedback, corrections, and opportunities for self-evaluation in online environments (Türegün Çoban & Adıgüzel, 2021;Kayaduman & Delialioğlu, 2021;Gündüzalp, 2021;Karakuş & Er, 2021;Gündüzalp, 2021b;Altunışık & Aktürk, 2021;Timur, Yılmaz & Küçük, 2021;Ledger & Fischetti, 2020). Such technologies were investigated by Can (2021) who examined the use of Edmodo-supported conceptual cartoons, one of the web 2.0 tools, in a 5th-grade science lesson, and as a result of the research, he determined that the application in question contributed to the effective, permanent, and rapid learning of the students.…”

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confidence: 99%

Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning

Uzunkavak

Gül

2022

GIST

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It is thought that the activities prepared with Web 2.0 technologies will contribute significantly to the achievements of music lessons, increase the learning speed by embodying abstract concepts; the activities prepared by considering the interests and wishes of today's generation z students will positively affect their attitudes and motivations towards the lesson. In this research, it is aimed to evaluate the contribution of the activities prepared with Web 2.0 technologies for the sound formation unit within the scope of the music lesson to the learning levels of the students. The study group consists of 220 students in the 9th grade of Trabzon Affan Kitapçıoğlu Anatolian High School. A 9-question knowledge test was applied as a measurement tool to make determinations regarding the realization of the achievements in the unit of "formation of sound". In the study, interviews were conducted with a randomly selected 8 student group in the study group. Content analysis technique was used to analyze the data obtained as a result of the interviews. In line with the findings obtained from this study, it was determined that the activities prepared with Web 2.0 technologies contributed to the students' self-knowledge, self-confidence, protection of voice, voice change, and field expert knowledge, also provided ease of learning theoretical knowledge. Key Words: Technology, web 2.0 tools, music education

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Ortaokul 5. Sınıf Müzik Dersi Nota ve Sus Değerleri Öğretiminde Wordwall Uygulaması Kullanımının Etkisi

Terzioğlu,

Kurtuldu

2024

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, ortaokul 5. sınıfta öğrenim gören öğrencilerin müzik dersinde nota ve sus değerlerini öğrenmesinde Wordwall uygulaması kullanmanın başarı durumlarına etkisini tespit etmektir. Araştırma, deneysel desen türlerinden biri olan ön-test ve son-test kontrol gruplu model ile yürütülmüştür. Araştırmanın çalışma grubu 2022-2023 eğitim-öğretim yılında Trabzon’da bulunan bir ortaokulda öğrenim gören öğrencilerdir. Grup 5. Sınıfta üç şubedeki 101 öğrenci arasından ön test sonuçlarına göre seçilmiş 65 öğrenciden oluşturulmuştur. Araştırmada veri toplama amacı ile araştırmacılar tarafından uzmanların da görüşü alınarak bir “Düzey belirleme testi” oluşturulmuştur. Düzey belirleme testi, 5. sınıf müzik dersi müfredatında yer alan “Öğrendiği seslerin uzunluk ve kısalık özelliklerini ayırt eder” kazanımına uygun olarak düzenlenmiş olup, içerisinde sus ve nota değerlerine yönelik maddeler bulunmaktadır. Uygulama aşamasında deney grubunda (n=29) Web 2.0 uygulamalarından biri olan “Wordwall” uygulaması, kontrol grubunda (n=36) ise geleneksel eğitim (anlatım, soru-cevap) yöntemleri kullanılmıştır. Araştırma bulgularına göre deney grubunun son test puanları kontrol grubunun son test puanlarından yüksek bulunmuştur. Araştırmada Web 2.0 tabanlı Wordwall uygulamasının öğrencilerin müzik dersinde nota ve sus değerlerini öğrenmede başarı durumlarını olumlu yönde etkilediği sonucuna ulaşılmıştır.

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Uzaktan Eğitim İngilizce Dersi Kelime Öğretiminde Web 2.0 Araçları Kullanımının Öğrenci Başarısına ve Tutuma Etkisi

Cited by 10 publications

References 10 publications

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning

Ortaokul 5. Sınıf Müzik Dersi Nota ve Sus Değerleri Öğretiminde Wordwall Uygulaması Kullanımının Etkisi

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