The effects of web supported learning cycle approach on the achievement in physics (motion on the earth subject) and self efficacy perception of high school 3rd class students

The aim of this study is to examine the effects of Web Supported Learning Cycle Approach on the Achievement in Physics (motion on the earth subject) and Self Efficacy Perception of High School 3. Class Students. For this aim two Anatolian High Schools (Diyarbakır 85. Year Anatolian High School and Diyarbakır Nevzat AYAZ Anatolian High School) in the city center of Diyarbakır have been selected.?Motion on the Earth? subject which present in the high school curriculum has been performed with traditional approach in Diyarbakır Nevzat AYAZ Anatolian High School and with Web supported learning cycle approach in Diyarbakır 85. Year Anatolian High School and the effects of both methods on the achievement in physics and self efficacy perception of students have been analyzed. In this study, pre-test post-test control and research design with experiment group have been used. ?Motion on the Earth? subject has been performed with traditional approach for control group students and with Web Supported Learning Cycle Approach for experiment group students during the research.For getting data, Motion on the Earth Unit Achievement Test which is prepared from 26 multiple choice questions (App.1) and Likert Type 4 Graded Self Efficacy and Perception Scale Intended for Physics (App.2) consists of 11 proposals and developed by Maskan (2006) and Personal (Demographic) Knowledge Questionnaire (App.3) have been used. Furthermore, semi-structured interview (App.4) has been performed for experiment group. The reliability coefficient of Motion on the Earth Unit Achievement Test has been determined as 0.740 using Spearman-Brown?s test two equivalent division method. Cronbach-Alpha internal consistence coefficient for students? Self Efficacy and Perception Scale Intended for Physics has been appointed as 0.800.This study has been carried out by the researcher and physics teachers. Application has been performed with 27 students in application control group, 25 students in experiment group and totally with 52 students. The obtained data using pre-test and post-test have been analyzed by SPSS 15.0 packet programs. The meaningfulness of obtained data has been evaluated by 0.05 meaningfulness grade. For this aim, frequency, percentage, means, correlation, dependent and independent group t-tests have been used.After analyzing the results, a meaningful increase in favor of post tests (P<0.05) for the grades obtained by the students in experiment group educated using Web Supported Learning Cycle Approach and the students in control group educated using traditional approach in Motion on the Earth Unit Achievement Test has been determined. According to results of independent groups t-test executed to compare both methods, there is no meaningful statistical difference (P>0.05) between Motion on the Earth Unit Achievement Test post-test grades of experiment and control group students. According to results of independent groups t-test, there is no meaningful statistical difference (P>0.05) between self efficacy and perception to physics post test grades physics of experimental and control groups.Independent groups t-test have been applied to understand how Motion on the Earth Unit Achievement Test post-test grades of experiment and control group students are distributed in which sub-dimensions of Bloom Taxonomy. Post test grades average of experiment group students is meaningfully higher (p<0.05) than the post test grades average of control group students between the answers of the questions prepared in knowledge sub-dimensions of Bloom Taxonomy. It has been obtained that post test grades average of control group students is meaningfully higher than the post test grades average of experiment group students between the answers of the questions prepared in application and higher cognitive sub-dimensions of Bloom Taxonomy (p<0.05). In the applied interview, the presence of instructor centered learning wish and the request to solve many test questions rather than to conceptual learning in the lesson have been observed. Of the reasons why there was not any difference in a positive way in experiment group students self efficacy and perceptions in the pre and post tests, students perceptions that, Web Supported Learning Cycle Approach is not in their self interest, thus valuing computational learning can be one reason.When the result are considered, by bringing in a system that can be ease students anxiety of university entrance exam and by providing the necessary infrastructure in the classroom, web supported learning can be beneficial.