Effects of the Integrated Online Advance Organizer Teaching Materials on Students’ Science Achievement and Attitude

Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

doi:10.1007/s10956-016-9618-4

Cited by 19 publications

(28 citation statements)

References 26 publications

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“…The findings of this study concur with that of Muiruri (2016) on effects of Advance Organizers teaching strategy on primary school pupils' achievement in poetry in Nakuru North Sub County which found out that advance organizers have positive effects on students' achievement. A study by Korur, Toker and Eryilmaz (2016) revealed that the use of online advance organizers increases students' achievement scores. The findings of this study are also in agreement with those of Kapri (2017) and Muiruri, Wambugu and Wamukuru (2016) who established that Advance Organizers improved students' achievement.…”

Section: Discussionmentioning

confidence: 99%

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

Omondi¹,

Keraro²,

Anditi³

2018

FET

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This study investigated the effects of using advance organizers on students’ achievement in biology in secondary schools in Kilifi County. Solomon Four, Non-Equivalent control group design was used in this study. The study targeted all secondary school students in Kilifi County. The accessible population consisted of all form two students in Kilifi County. Purposive sampling was used to select four co-educational secondary schools in Kilifi County. The four schools were randomly assigned to experimental groups (E1) and (E2) and control groups C1 and C2. A total of 156 students participated in the study. Data was collected using Biology Achievement Test (BAT). The reliability of BAT was estimated using Kuder-Richardson (K-R) 20 and Cronbach’s coefficient. This yielded a reliability coefficient of 0.82 and 0.79 respectively. BAT was validated by experts in science education from Egerton University. The data collected was analyzed using mean, one-way ANOVA and t-test. The level of significance was 0.05. The findings of this study show that there was statistically significant difference in achievement between learners in favour of those taught using advance organizers compared to those taught using conventional teaching methods. The findings also indicate that there was no statistically significant gender difference in achievement.

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Section: Discussionmentioning

confidence: 99%

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

Omondi¹,

Keraro²,

Anditi³

2018

FET

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“…This method was designed to make the learning experience more meaningful (Korur et al, 2016). Second, it was anticipated that the students' ability to acquire scientific concepts could be improved by multiple representation methods.…”

Section: Methodsmentioning

confidence: 99%

“…Korur, Toker and Erylmaz (2016) employed interactive online-based programs to enhance student's literacy of scientific concepts and to improve their attitude toward the subject. They found that the use of an online interactive strategy had a positive impact on students' conceptual learning and their attitude toward the subject.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Eldowah¹,

Alnajashi²

2017

IJPS

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Background: Learned helplessness can become a persistent problem that develops in response to a student's lack of confidence and frustration with a certain course of study. Aims:This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students' attitudes toward an unpopular scientific subject and students' learned helplessness as a general characteristic. Sample:The participants consisted of 157 female undergraduate students. Method:A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students. Results:The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels. Conclusion:A teaching method that incorporates the components of intrinsic motivation can enhance students' performance on a specific course and can improve their attitude toward completing that course.

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“…Online learning environments provide meaningful interactions to learners (Woo & Reeves, 2007). With the internet and web-based technologies, computer-based concept maps provide more opportunities such as limitless multimedia and collaborative learning via online knowledge sharing (Cañas, Ford, Novak, & Hayes, 2001;Korur, Toker, & Eryılmaz, 2016;Wang, Cheng, Chen, Mercer, & Kirschner, 2017). Usage of advanced technologies in education urges researchers to find out how these technologies affect learning (Gunawan, et al, 2020;Jonassen, Howland, Marra, & Howland, 2008;International Journal of Technology in Education (IJTE) 23 Pramuda, Mundilarto, Kuswanto, & Hadiati, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Usage of technology-based concept mapping on interactive boards promotes students' attitudes toward science courses and is effective in improving their achievements (Hwang, Wu, & Kuo, 2013). For example, with the help of an innovative Online Advance Organizer Concept Teaching Material (ONACOM), seventh graders learned the concepts of ‗Light' unit with an easier, more meaningful, more permanent and entertaining approach (Korur et al, 2016). It is crucial to investigate whether or not the ONACOM integrated teaching methods decreases cognitive load emphasized by Sweller (1994), supports dual coding stated by Clark and Paivio (1991) and eases meaningful learning defined by Ausubel (2000) for primary school students.…”

Section: Introductionmentioning

confidence: 99%

The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

YILMAZ

Korur

2020

IJTE

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This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders’ post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with ‘Online Advance Organizer Concept Teaching Material’ (ONACOM) integrated PBL and with ONACOM-integrated EL when we control for their respective pretest scores and their science grades in the previous semester? What are the students’ gains, achievement, attitude and retention from the two systematic applications of the ONACOM-integrated methods, PBL and EL? The sample (N=220) consisted of fourth graders at public elementary schools in Burdur, Turkey. Although there were no significant treatment effects favoring one of the methods, teaching science topics by integrating ONACOM consistently in both methods increased the students’ achievement and attitude levels and supported their knowledge retention with large effect sizes significantly. As a well-developed innovative software, ONACOM is effective on learning regardless of the course and method when it is systematically integrated into teaching methods, since it is prepared on the basis of multimedia learning strategies and is suitable for the essential structures of both teaching methods.

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Effects of the Integrated Online Advance Organizer Teaching Materials on Students’ Science Achievement and Attitude

Cited by 19 publications

References 26 publications

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

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