The Effect of Activities Based on REACT Strategy in Social Studies Courses on Students' Academic Achievement, Attitudes Towards Social Studies Courses and on the Retention of Learning

ARIKAN, Alaattin; Aladağ, Elif

doi:10.15390/eb.2020.9028

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…This indicates that, the data show that the experimental team's pupils have a higher level of permanence in the 6th grade unit "Conduction of electricity" after the application compared to the control team's pupils. Studies show that teaching with the REACT strategy has a positive effect on the retention of pupils' academic success (Arıkan, 2019;Gül, 2016;Keleş and Dede, 2020). This result obtained from the literature supports the conclusion that teaching with the REACT strategy has a positive effect on the permanence of student academic achievement.…”

Section: Resultssupporting

confidence: 66%

Investigation of the Effect of Teaching the Sixth Class Electricity Transmission Unit With React Strategy on Academic Success of Students

Güneş,

Yılmazlar

2024

International Journal of Educational Research Review

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Many studies are conducted to increase people's academic success. The effects of the teaching strategies and techniques implemented in the class on the school performance of the individual are scientifically examined. With the data got from the course, the necessary services are provided so as to increase the individual’s study success. This study inspected the consequence of the REACT strategy and coursework on student academic performance. A quasi-experimental plan with control team was implemented in this study. In this research’s sample, 32 students are studying in branch 6 of a secondary school in a territory of Sakarya in the 2021-2022 education year. The study used the 6th Grade Science Class 7th Unit Research Test developed by the researcher for a data collection device. The statistical program SPSS was conducted for data analysis. Pre-test, retention test, post-test, also delayed retention test were conducted to both groups in the study. While teaching with lesson plans according to the REACT strategy was carried out for 3 weeks in the experimental team; On the control team side, the lessons were conducted with lesson plans consistent with the current curriculum. When the data acquired was evaluated, it was defined that there was no statistically notable difference in the control and experimental teams’s pupils’ pre-test points, and that there was a statistically meaningful difference in the post-test, retention test also delayed retention test points in benefit of the experimental team.

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Section: Resultssupporting

confidence: 66%

Investigation of the Effect of Teaching the Sixth Class Electricity Transmission Unit With React Strategy on Academic Success of Students

Güneş,

Yılmazlar

2024

International Journal of Educational Research Review

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Investigating the impact of technology-supported 3E learning model in disaster education

Arıkan,

Bilen,

Aladağ

2024

Educ Inf Technol

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This research aimed to investigate the effect of a technology-supported 3E learning model on middle school students’ knowledge of disasters and their attitudes towards disaster preparedness. To this end, it used an explanatory sequential mixed methods design. Quantitative and qualitative data were used to describe how the technology-supported 3E learning model changes the learning environment. A pretest-posttest control group quasi-experimental design was used in the quantitative part of the research, and a case study was used in the qualitative part. The experimental procedure lasted for six weeks. The sample consisted of 33 fifth-grade students attending a public school. The Disaster Preparedness Attitude Scale, an achievement test, and an interview form were used as data collection tools. The analysis results showed that the experimental group achieved statistically significantly higher scores in the posttest and the retention test of the Disaster Preparedness Attitude Scale, and the achievement test compared to the control group. Additionally, according to student views, the technology-supported 3E learning model is more helpful in acquiring skills and values, provides the opportunity to learn by experiencing, increases students’ motivation, and facilitates effective disaster education. These results indicate that conducting activities on a subject that concerns the whole society, such as disasters, using advancing and innovative technological devices, preparing lesson plans, and demonstrating their effectiveness in education will make a significant contribution to the literature.

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The Effect of Activities Based on REACT Strategy in Social Studies Courses on Students' Academic Achievement, Attitudes Towards Social Studies Courses and on the Retention of Learning

Cited by 2 publications

References 22 publications

Investigation of the Effect of Teaching the Sixth Class Electricity Transmission Unit With React Strategy on Academic Success of Students

Investigation of the Effect of Teaching the Sixth Class Electricity Transmission Unit With React Strategy on Academic Success of Students

Investigating the impact of technology-supported 3E learning model in disaster education

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