The effect of teaching gases and solutions units based on web 2.0 applications on 11th grade students' academic achievement and chemistry course attitude

This study was carried out to understand whether there is an effect on students' academic achievement and attitudes towards Chemistry Course as a result of teaching 11th Grade Chemistry Course "Gases and Solutions" units with Web 2.0 tools. In the study, since the groups were determined by random assignment, a randomized design with pre-test post-test control group was used among the true experimental designs. The sample of the study consisted of 11th grade students of a public school in Aydın/Kuşadası District where the researcher was working. The experimental and control groups of the study consisted of both 20 11th graders from two different classes, each of whom were randomly assigned. In the experimental process, the entire Gases unit and the topics up to the Colligative Properties of the Solutions unit were taught with the aforementioned Web 2.0 tools in the experimental group. In the control group, the same unit and topics were taught with teaching techniques such as lecture method and question-answer technique. The Web 2.0 applications of the experimental process were carried out in eight (8) weeks and 32 class hours in the first semester of the 2022-2023 academic year. Dijidemi, Quizizz, Phet Colorado and Edpuzzle, which are Web 2.0 tools, were used as teaching techniques by both the teacher and the students in the experimental group, both in pre-lesson assignments and during the teaching phase of the lessons. The data of the study were obtained with two separate measurement tools. "Chemistry Course Attitude Scale" developed by Geban et al. (1994) was used as pre and post-test. At the same time, the "Chemistry Lesson Gases and Solutions Unit Achievement Test", which was developed by the researcher and whose difficulty index was at medium level, was also used as pre and post-test. In the analysis of the data obtained from the tests, paired sample t-test, repeated measures Anova test and Post-Hoc tests were used. As a result of the study, it was seen that there was no significant change in the attitudes of the experimental and control groups towards Chemistry Lesson according to the pre- and post-tests. At the same time, according to the results of repeated measures Anova test, it was understood that there was a significant difference in favor of the control group in the pre-test and post-test Academic Achievement scores of the experimental and control groups in the Gases and Solutions Unit of Chemistry Course. Thus, it was understood that Dijidemi, Quizizz, Phet Colorado and Edpuzzle tools, which are Web 2.0 tools for "Gases and Solutions" units, were not effective in the attitudes and academic achievement of 11th grade students towards Chemistry course. The results obtained are discussed in the conclusion and discussion section of the study. KEY WORD: Academic Achievement in Chemistry Course, Attitude towards Chemistry Course, Chemistry Teaching, Web 2.0 Tools, Gases, Solutions.