The effect of sixth class conduction of electricity unit on academic success and attitudes of students with REACT strategy

The purpose of this study is to examine the effects of teaching the 6th grade 'Conduction of Electricity' unit to students using the REACT strategy on learning, retention, delayed retention, students' academic achievement, and attitudes to the science course. Research problem of the study is: Does the REACT strategy have an impact on the learning of the 6th grade of the unit "Conduction of Electricity " and the learning retention, the delayed permanence, the academic success of the students in the courses and their attitude towards science teaching? In the study, pre-test, post-test and quasi-treatment research structures with control groups, which are one of the quantitative research methods, were used. In the research sample, there are 32 students who study in the 6th grade of a secondary school which is located in Akyazı in Sakarya in the 2021-2022 school years. In the study, "Science Class Sixth Grade Seventh Unit Research Test" and "Attitude towards Science Scale" were used to collect data. There are experimental and control groups in which the pre-test, post-test, retention test and delayed permanence test has been performed in the research. While the experimental group was taught for 3 weeks with the lesson plans created according to the REACT strategy, the control group was taught with the lesson plans created according to the conventional methods of the curriculum. In order to determine the effect of the REACT strategy on the academic success of the students in the science course, the pre-test, post-test, retention test and delayed permanence test were administered to both groups when the unit was completed. In addition, students were applied an attitude scale to determine sixth graders' attitudes towards science education. According to the results of the data obtained, a significant difference in the academic performance and attitudes of the students of the experimental group compared to the students of the control group was noted. In addition, it was found that there was a significant difference in favour of the experimental group in the ratings of learning permanence and delayed learning permanence. As a result, it has been determined that the teaching of the lessons in accordance with the REACT strategy has a positive effect on the academic achievement of the students, their attitudes towards the science lesson, the permanence of learning and the delayed permanence of learning.