The effect of the prediction-observation-explanation (POE) method on the students' academic achievement and motivation in the subject of "Acids and bases" in the 10th grade chemistry course

In this study, it was aimed to determine the effect of the Prediction-Observation-Explanation (POE) method on 10th grade "Acids and Bases" on academic achievement and motivation toward chemistry course. The research was conducted with distance education due to the Covid-19 pandemic. The research was carried out in an Anatolian High School affiliated to the Ministry of National Education in the province of Izmir in the 2020-2021 academic year. A total of 60 volunteers from among the students studying in the 10th grade participated in the research. One of the two branches formed from these students was randomly determined as the experimental group (n=30) and the other as the control group (n=30). The POE method was used in the experimental group, and the traditional teaching method (teacher-centered) was used in the control group. A mixed research method was used in the research. Academic achievement and motivation for the chemistry course constitute the quantitative part, while the views on the POE method constitute the qualitative part. In the research, "pre-test - post-test, quasi-experimental research method with control group" was used as a quantitative research method, and a case study was used as a qualitative research method. In the research, "Acids and Bases Academic Achievement Test" (ABAAT) and "Chemistry Motivation Scale" (CMS) were used as quantitative data collection tools, and "Interview Form" (IF) was structured for the POE method and "Worksheets" (W) were used as a qualitative data collection tool. In the study, a t-test was used in the analysis of quantitative data, and content analysis was used in the analysis of the findings obtained from the structured IF. As a result of the research, it was observed that there was a significant difference in favor of the experimental group between the academic achievements of the students in the experimental and control groups on acids and bases (p< .05). It was observed that there was no significant difference between the motivation of the experimental and control group students towards the chemistry lesson (p> .05). However, when the motivation for the chemistry lesson was examined within the group, there was a significant difference in favor of the experimental group (p< .05); in the control group, there was no significant difference (p> .05). Therefore, it can be said that the POE method increases the motivation for the chemistry course more. Regarding the POE method; there are positive opinions that it facilitates learning, makes the subject memorable and enjoyable, prevents memorization, increases success, relates the subject to daily life, makes the chemistry lesson fun and exciting, increases motivation, is reinforcing, useful and intriguing, and should be used in other lessons; negatively, it was seen that there were opinions that it was difficult in the estimation phase due to the lack of prior knowledge.