The effect of different description modes used in 6th grade force and movement unit on academic achievements of disadvantaged students

In this study; The effect of different descriptive modes used in the science course on the academic achievement of the disadvantaged students in 6th grade was investigated. In this study, the effect of modal descriptions, which is an activity appealing to more sensory organs in the Force and Motion Unit, in an area with some deprivations, limited opportunities and where the necessary materials for the course are not easily reached, has an effect on the academic achievement. Working in the 2018-2019 academic year, the Ministry of Education in Turkey is connected to a district in the southeast, it was carried out with middle school 6th grade students who were studying in a village school where disadvantaged students. The data were collected quantitatively. One of the quantitative research methods, quasi-experimental design was used. The research was carried out in two classes; one experimental and one control group. 36 students, 18 experimental groups and 18 control groups participated in the study. The groups were determined by random selection. The 6th grade Force and Motion unit was processed by the same researcher in 4 weeks using different modal descriptions in the experimental group and the textbook in the control group with the textbook specified in the curriculum. Research data were collected by the researcher and academic achievement was used to obtain the research data. The covariance analysis (ANCOVA) was used to determine the effect of the application in the experimental and control groups on the scores obtained from the post-test. Findings obtained in this study; There is a significant difference between the academic achievement test scores applied after the application (posttest) corrected according to the academic achievement test scores performed before the application (pre-test). As a result of the research, it has been shown that the use of modal description increases the unit-based science achievement of the experimental group students statistically compared to the control group students.