The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids, Bases and Salts

Gökalp, Faik; Adem, Selen

doi:10.1007/s10956-020-09844-6

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…In a similar study by Günter (2018) which investigated the effect of REACT strategy on students' achievement in solubility equilibrium, students instructed through the REACT strategy performed better than those who were taught with the conventional approach. A similar finding was obtained by Gökalp and Adem (2020) when they compared the effect of the 5E model supported with REACT strategy and a computerassisted 5E model on basic school pupils' achievement on Acids, Bases and Salts. The findings of their study revealed that those taught with the REACT outperformed those exposed to the computer-assisted 5E model.…”

Section: Theoretical Frameworksupporting

confidence: 79%

“…Instructional approaches hinged on social constructivism are largely student-centred and foster student collaboration to enhance achievement through peer collaboration, problembased instruction, and learning with others (Schunk, 2000). Though there are various instructional approaches based on social constructivism, one that has the potential to impact science learning is the REACT strategy (Gökalp & Adem, 2020;Günter, 2018;Ültay & Alev, 2017; Center for Occupational Research and Development (CORD) 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Quainoo

Otami

Owusu

2021

LUMAT

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Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students’ perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetic compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.

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Section: Theoretical Frameworksupporting

confidence: 79%

Section: Theoretical Frameworkmentioning

confidence: 99%

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Quainoo

Otami

Owusu

2021

LUMAT

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“…The main purpose of this study is to resolve the conflicting findings in existing studies in the literature on the effect of the REACT strategy on science achievement. In addition to studies reporting the positive impact of the REACT strategy on science achievement in the literature (e.g., Ingram, 2003;Keskin & Çam, 2019;Majid & Rohaeti, 2018;Putri et al, 2019), some studies report that it has no significant effect (e.g., Gökalp & Adem, 2020;Ültay et al, 2015). This meta-analysis determined that teaching according to the REACT strategy can have a strong effect on the science achievement of students.…”

Section: Discussionmentioning

confidence: 75%

“…This analytic theme suggested that "Computer-supported REACT strategy is timeconsuming. " When the experimental studies were examined considering the implementation status of this theme, two studies (Aktaş, 2013;Gökalp & Adem, 2020) carried out using a computer-assisted REACT strategy were identified. The moderator analysis revealed that the effect sizes of studies conducted by applying the REACT strategy using computer support were smaller compared to those of other studies conducted without providing such support.…”

Section: Discussionmentioning

confidence: 99%

The Effect of React Strategy on Achievement in Science Education: A Mixed Research Synthesis

Akay

Kanadlı

2021

JBSE

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There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, “teaching-learning process in the REACT strategy”, “learning outcomes in the REACT strategy”, “limitations of the REACT strategy”, and “recommendations for practice”. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations. Keywords: contextual teaching, mixed research synthesis, REACT strategy, science education

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“…In the literature on studies on chemistry education, there are studies on assessing students' success and conceptual understanding with the 5E learning model supported by different methods, techniques, and strategies. In the study that Gokalp and Adem (2020) conducted on 5E learning model phases with the REACT strategy and computer-assisted learning environments, they stated that they acquired efficient results with both methods. Derman and Badeli (2017) supported the context-based teaching method with the 5E learning model in teaching pure matter and compound topics for primary education 4 th grade students.…”

Section: Discussionmentioning

confidence: 99%

Effect of 5E learning cycle assisted with concept maps on conceptual understanding

2023

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This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8<sup>th</sup> grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the experimental group and 50 in the control group) 8<sup>th</sup> grade students in North Cyprus in the second term of the 2018-2019 academic year. Data was collected using the chemistry concept diagnostic test, open-ended questions, and semi-structured interviews related to the concept pairs designed by the researchers. As a result of the study, it has been determined that the 5E learning model supported by concept maps improves the students’ conceptual understanding, and the opinions of students from the experimental group on the learning environment have been analyzed.

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The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids, Bases and Salts

Cited by 7 publications

References 5 publications

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

The Effect of React Strategy on Achievement in Science Education: A Mixed Research Synthesis

Effect of 5E learning cycle assisted with concept maps on conceptual understanding

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