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Journals / Journal of Turkish Science Education / 2009 / Cilt: 6 - Sayı: 2

Hibrit öğretim yaklaşımın tutum ve elektrostatik başarısına etkisi

Influence of hybrid teaching approach on attitude and success concerning electrostatics

ESRA BİLAL ÖNDER
Mustafa EROL
Pages
63–74
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The obtained data processed statistically and it has been clearly shown that a meaningful difference exits between the two groups on success, nevertheless no difference has been detected concerning the attitude.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study reported in this paper aims to determine the effects of a hybrid approach which is formed by incorporating different teaching methods, namely lecturing, open discussion, problem solving and demonstration, on student success and attitude towards physics.
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Key Findings & Data:Total number of 80 undergraduate students participated to the research.
💡
Conclusion & Impact:The obtained data processed statistically and it has been clearly shown that a meaningful difference exits between the two groups on success, nevertheless no difference has been detected concerning the attitude.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The study reported in this paper aims to determine the effects of a hybrid approach which is formed by incorporating different teaching methods, namely lecturing, open discussion, problem solving and demonstration, on student success and attitude towards physics. Total number of 80 undergraduate students participated to the research. Half of them are referred as Treatment Group to which the hybrid approach is employed and the rest of the students referred as Control Group to which the traditional teaching method is employed. To evaluate the outcomes of the study, an Electrostatics Test (ET) and an Attitude Scale towards Physics (ASP) are employed. The obtained data processed statistically and it has been clearly shown that a meaningful difference exits between the two groups on success, nevertheless no difference has been detected concerning the attitude.

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Cite This Article

ÖNDER, E. B., EROL, M. (2009). Hibrit öğretim yaklaşımın tutum ve elektrostatik başarısına etkisi. Journal of Turkish Science Education, Cilt: 6 - Sayı: 2, 63–74. https://ajindex.com/articles/214363

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