The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N=34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the physics teacher taught the course to the experimental group using activities involving games with the project-based learning method while processing the control group students according to traditional method. Data obtained at the end of the study were analyzed using independent, dependent groups t-test and Mann-Whitney U test, content analysis and descriptive analysis methods. At the end of the study, it was found that the mean of the concept achievement post-test scores of the students in the experimental group differ significantly. Moreover, students in the experimental group indicated that they had enjoyed the implementation of the activities. And they thought that this method should be applied in all physics classes because it had positively affected their attitudes toward the subject and were motivating. The self-assessment forms completed by the participants in the experimental group also revealed a range of opinions regarding the applications, both positive and negative.
This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the study were analyzed with frequency analysis, Chi-square and content analysis. As a result of the study, it was found that the male students were found themselves more successful in the courses of physics and that they experienced less difficulty with the courses. It was also revealed that there were no differences between female and male students' views related to physics entertaining, importance and permanency yet difficult in terms of mathematical calculations. In general, the students had bias regarding physics and stated that the current course of physics was not efficient and that interactive and practical methods should be put into practice. According to the results, the male students demonstrated more positive attitudes than the female students. In the light of the findings obtained, it could be stated that current high school applications in the courses of physics should be revised by authorities.
The aim of this study was to investigate the relationship between students' academic self concepts and certain variables (type of school, gender, financial state of the family, educational background of the parents, a computer available for use at home and the number of siblings) and the relationship between academic self concepts and students' achievement in the course of physics. The study was carried out with high school students (n=396). In the study, the data were collected through the Academic Self Concept scale (the reliability coefficient of the scale was calculated by the researchers as 0.92), achievement scores in the course of physics and a questionnaire for the demographic background of the participants. Descriptive statistics, Independent samples t-test, Correlation analysis, Anova and Scheffe tests were used to analyze the data. The analysis of the data revealed that the computational ability sub-dimension mean scores of the students attending the vocational high school were lower than those of the students attending other schools. Moreover, significant relationships and differences were found in students' academic self concepts with respect to gender, parental education, financial state of the family and availability of a computer at home. In the study, positive relationships were found between students' achievement in the course of physics and the sub-dimension of interest in science.
The purpose of the present study was to determine high school students' levels of hopelessness, self-esteem and loneliness and to examine the relationship between some variables. The research sample included 403 students (Female: 234, Male: 169)
The purpose of this study was to determine teachers' reasons for choosing the profession of teaching and their level of job satisfaction and to investigate the effects of certain variables on their job satisfaction. The research data were collected via a questionnaire form to determine the demographic backgrounds of the participants and a Job Satisfaction Scale made up of 32 items in five parts. For the analysis of the data, descriptive statistics, t-test and Scheffe test were used. Of all the participants, 34.8% of them preferred to be a teacher just because they wanted to do the profession of teaching; 20.8% of them reported that they incidentally became a teacher; 16.8% of them stated they became a teacher as it was easy to get employed after graduation; and only 0.7% of them believed the salary was satisfactory. The mean score of the participating teachers' overall responses to the scale was calculated as 66.5, which demonstrated that the teachers had a moderate level of satisfaction with their jobs. Moreover, it was seen that the teachers' levels of job satisfaction differed significantly with respect to their gender, age and fields of teaching.
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