Effects of using scenario-based learning method in 6th grade science classes on academic achievement, attitudes and permanence

This study was conducted to identfy the effects of using scenario-based learning method in 6th grade science class Particulate Model of Matter unit on academic achievement, attitudes and permanence. The experimental study utilized pre and post tests with control groups. The study group of the study was composed of 99 students attending a state secondary school in Izmir province Bornova district in 2014-2015 academic year. Four 6th grade students were selected based on their equivalence in terms of reading comprehension, attitude and achievement and the experiment (N=50) and control (N=49) groups were randomly determined. The experimental group was taught Particulate Model of Matter unit through scenario-based learning, whereas the control group was taught the same unit with traditional teaching methods for 6 weeks. Prior to the study, students were administered reading comprehension test developed by Kahramanoğlu (2000). Before and after the experimental process, students were given the Scale of Science Attitude developed by Geban et.al. (1994) and the Academic Achievement test developed by the researcher. Data gathered from quantitative data collection tools were analyzed to identify the effects of using scenarios prepared in line with scenario-based learning method on students' academic achievement, attitudes and the permanence of the lesson. T-tests for dependent and independent groups were done using the SPSS 20.00 statistical package program. Results of the study showed significant differences between the pre and post test science attitude scores (t(48)= -4,67; p< ,05). While experimental group students' pretest mean attitude score was 63,90, this ratio increased to 69,24 after the scenario-based learning practices. These findings point to the fact that scenario-based learning method positively increases students' attitudes towards science classes. Significant differences were identified between pre and post test academic achievement scores in favor of the experimental group (t(49)= -7,94; p< ,05). While experimental group students' pretest mean achievement score was 11,50, this ratio increased to 16,42 after the scenario-based learning practices. These findings point to the fact that scenario-based learning method positively increases student achievement in science classes. It was found that compared to the achievement levels of control group students, experimental group students' achievement in Particulate Model of Matter unit increased when scenario-based learning method was used. This study also aimed to investigate the permanence of achievement and attitudes in the experimental group students and it was found that both academic achievement and science attitudes were permanent in the experimental group students. In this context, it can be deduced that scenario-based learning ensures permanence in science achievement and science attitudes. Key Words: Scenario-Based Learning Method, Particulate Model of Matter, Achievement, Attitude, Permanence