The effect of the 4MAT teaching model on students' attitudes and success in science lesson during teaching photosynthesis-cellular respiration subject of a 8 th grade science lesson

The purpose of this study was to investigate the effect of the 4MAT teaching model on students* attitudes and success in science lesson during teaching matter and energy unit part about photosynthesis and cellular respiration (aerobic and anaerobic) subject of a 8th grade science lesson. Also, a possible relationship between students' learning styles and their success in matter and energy unit part about photosynthesis and cellular respiration (aerobic and anaerobic) subject and attitudes towards science' lesson has been investigated. The data for this study were gathered through a survey instrument and an experimental design. The science lesson attitude scale and "LSI" was administered to a total of 751 students in 12 public general primary school in Ankara. A descriptive statistics was obtained in data analysis. The data reveals that 75% of the students had a positive attitude towards the science lesson. It was also determined that the science lesson teachers infrequently employed teaching methods that are suitable for students' learning styles. The data also revealed that 36,4 % of the students preferred the analytic learning style, while 35,1 % common sense learning style, 19,5 % imaginative learning style and 9,1 % dynamic learning style. 154 students were involved in the experimental part of the study. The students were randomly grouped into the experimental and control groups. The experimental group was consisted of 77 students and the matter and energy unit part about photosynthesis and cellular respiration (aerobic and anaerobic) subject was taught to them in accordance with the 4MAT teaching model during an 6 week period, a total of 18 class hours. On the other hand, the control group was consisted of 77 students and were taught the same unit according to the traditional method. The science lesson attitude scale and a photosynthesis and cellular respiration (aerobic and anaerobic) subject achievement test were administered to the students as both pre and post-tests before and after the study. Additionally, Kolb's Learning Styles Inventory was administered in order to determine students' learning styles. In the data analysis t-test, one way ANOVA, and both ways analysis of variance (repeated measures) were used. An examination of the relationship between gender and preferred learning styles showed that there is no gender specific preferred learning style in both experimental and control groups. Students' attitudes towards the science lesson, in both experimental and control groups did not reveal a difference according to their preferred learning styles. In both experimental and control groups post-test achievement scores were not different according to students* learning styles. There existed a difference in matter and energy unit part about photosynthesis and cellular respiration (aerobic and anaerobic) subject pre-test and post-test achievement scores between the experimental and control groups. In relation to students' matter and energy unit part about photosynthesis and cellular respiration (aerobic and anaerobic) subject achievement, there was a difference in mean scores between pre and post-tests. There was a difference between pre and post-test scores among the two groups. That is, the cumulative effect of being in different treatment groups and factors of repeated measures on student achievement were statistically significant (p<.01). There existed a difference in students attitudes towards science lesson pre test, post-test total scores between the experimental and control groups. In relation to students' attitudes toward science lesson there was a difference in mean scores between pre and post-tests. There was a difference between pre and post-test scores among the two groups. That is, the cumulative effect of being in different treatment groups and factors of repeated measures on student attitudes toward science lesson were statistically significant (p<.01).