The effect of multimedia supported, dramatization and classical direct method on the success of students in science lesson

This study aimed at comparing the effect of Multimedia Supported, Dramatization and Classical Direct Method on the teaching of the learning outcomes of the unit "Solar System and beyond" at 7th grade in Science Lesson was conducted at A and B Secondary Schools in Kocaeli with randomly selected 130 students at 6 classes. 35 of the 75 students at A Secondary School are girls and the rest 40 are boys while 28 of the 55 students at B Secondary School are girls and the rest 27 are boys. In both schools 2 of the 3 classes were randomly selected for experiment group and the other 1 is for control group. Semi experimental methods were used in this research. Thus, one class at both schools were assigned for teaching with dramatization, on for teaching multimedia supported and the last class was selected for teaching with classical direct method. Lesson plans were prepared according to methods, pretests were administered before teaching and posttests after teaching and students scores were analyzed. The significance of differences in the success of different groups were analyzed using analysis of variance. (ANOVA) method. As "post hoc" Scheffe was preferred. The results put that there were no significant differences at the pretest scores. But at posttest scores dramatization seems to be the best method in teaching the unit "solar system and beyond" It is significantly more affected at the students success than multimedia supported and direct method. Multimedia supported teaching is also significantly more effected at students success than direct method.