The effect of using station technique in Life Science course on students academic success and responsibility value

The aim of this study is to investigate the effect of using the station technique in the Life Sciences course on students' academic success and responsibility value. The study group consists of 3rd grade students in a primary school in Ağrı province in Turkey. In the research, a quasi-experimental design with a pre-test-post-test control group, which is one of the quantitative research methods, was used. The research was conducted in two different branches, 30 people in the experimental group and 28 people in the control group. The research was completed in a 5 week period. In the first week of the research, information about the station technique was given and pre-tests were applied, then a 3 week station technique application process was carried out, and in the last week, post-tests were applied and the data were analyzed. The research data were collected with the Nature Life Learning Area "Academic Success Test" developed by Yıldız (2022) and the "Responsibility Value Evaluation Scale" developed by Özdemir (2021), and were analyzed and interpreted with a statistical package program. As a result of the research; a statistically significant difference was revealed between the academic success post-test scores of the experimental and control groups. This finding showed that the station technique in the Life Science course was a more effective technique in increasing the academic success levels of students compared to the current program. It was found that there was no statistically significant difference between the post-test scores of the responsibility scale of the experimental and control groups.