The effects of reading-writing-application technique and learning together technique on increasing 6th grade students' academic achievement and students' opinions about these techniques

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dc.authorid56955138200
dc.authorid56519852200
dc.contributor.authorAksoy G.
dc.contributor.authorGurbuz F.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:44:30Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:44:30Z
dc.date.issued2013
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe aim of this study is to identify the effects of Reading-Writing-Application technique, Learning Together technique and Traditional Teaching methods on increasing students' academic achievements in the unit "particular structure of matter" at the science and technology course. In addition, students' written opinions were received from students (RWAG and LTG) about Reading-Writing-Application and Learning Together techniques. This study included 92 students from three different classes at the 6 th grade of a primary school during the 2010-2011 academic year. One of these classes served as the Reading-Writing-Application Group (RWAG), using group Reading-Writing-Application Technique, the second one served as the Learning Together Group (LTG), using the Learning Together technique, and the last one served as the Traditional Teaching Group (TTG), using the Traditional Teaching methods. The main instruments for obtaining data were the Academic Achievement Test (AAT) and Students' Written Opinions (SWO). Academic Achievement Test was applied to the all treatments groups but Students' Written Opinions was only applied RWAG and LTG. The data obtained on instruments were evaluated by using descriptive statistic, one-way variance analysis ANOVA and content analysis according to qualitative approach. It was concluded from the research results that the teaching of the unit "particular structure of matter" via the Reading-Writing-Application technique was more effective in increasing students' academic achievements compared to Learning Together technique and the Traditional Teaching methods. In addition, the written opinions of RWAG students and LTG students showed that the students have some negative opinions about Cooperative Learning Method. © Sila Science.en_US
dc.identifier.endpage26
dc.identifier.issn1308-7711
dc.identifier.issue1
dc.identifier.scopus2-s2.0-84869748795en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage19
dc.identifier.urihttps://hdl.handle.net/20.500.12403/873
dc.identifier.volume5
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofEnergy Education Science and Technology Part B: Social and Educational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCooperative learning
dc.subjectLearning together technique
dc.subjectReading-writing-application technique
dc.subjectScience and technology lesson
dc.subjectStudents' opinions
dc.subjectCooperative learning
dc.subjectLearning together technique
dc.subjectReading-writing-application technique
dc.subjectScience and technology lesson
dc.subjectStudents' opinions
dc.titleThe effects of reading-writing-application technique and learning together technique on increasing 6th grade students' academic achievement and students' opinions about these techniquesen_US
dc.typeArticleen_US

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