The effect of the use of Educational Information Network (EBA) in the teaching of the pressure unit of the 8th grade science course on the academic achievement and attitudes of the students

With the development of technology, besides textbooks, other materials used in teaching can also develop and change. Education has to keep up with technology that is constantly updated, developed and changed over time. Because every element of education is affected by this change, it needs to stay up-to-date, create a unique environment, and most importantly, progress in coordination with technology. Depending on this situation, different teaching tools and platforms can be encountered. One of these platforms, Education Informatics Network (EBA), was created as an education platform developed by the Ministry of National Education (MEB) and is still in use. The education and training process, which started through EBA TV, which was prepared and supported by the Ministry of National Education, continued through live lessons given to students by course teachers. In this thesis, it is aimed to examine the effect of EBA supported education on the academic achievement of students in the science course and the attitudes of the students towards the science course. A total of 42 8th grade students studying at Elazig Arif Nihat Asya Secondary School participated in this study with a pretest-posttest control group design. The students were divided into two as experimental and control groups. 21 students (10 boys, 11 girls) constitute the control group and 21 students (11 boys, 10 girls) constitute the experimental group. Pressure unit available in the MEB Science course curriculum, EBA for the students in the experimental group; The students in the control groups were taught according to the learning environments created in line with the current curriculum. As data collection tools, a multiple-choice achievement test to determine students' academic achievement in pressure; An attitude scale towards science was used to measure students' attitudes towards science lesson. In order to understand whether there is a significant difference between the academic achievement and attitude scale pre-test and post-test scores of the control and experimental group students, the Mann Whitney U test was applied to the independent groups. It was determined that the experimental group and the control groups had similar academic achievement levels before the application. The fact that the academic success of the experimental group was higher than the academic success of the control group as a result of the post-test can be considered as the success of the EBA supported education program. When the pre-test and post-test results of the control group students' attitudes towards the Science course were examined, it was seen that they did not change. According to the post-test scores of the experimental group students, it was determined that the attitude towards the Science course increased positively. As a result, it was concluded that the learning environment created by using EBA increased the academic success and attitudes of the students towards the Science course more than the current education-teaching method.