Impact of guidance in semantic web based instruction on attainment and retention

The aim of this research is to define the impact of guidance in semantic web-based instruction on attainment and retention. Independent variable of the research is Semantic Web-Based Learning Environment. The independent variable has two sub-levels: Semantic Web-Based Learning Environment with Guidance and Semantic Web-Based Learning Environment with No Guidance. Dependent variables of the research are attainment and retention. The research was conducted in autumn semester of 2012-2013 academic year with the participation of 8th grade students at Muğla Türdü 100. Yıl Middle School. Originally 72 students participated in the research; yet three students (one from Semantic Web Based Learning group and two from Guided Semantic Web Based Learning group) were taken out of the study due to non-attendance to school for private reasons. The study was completed with 69 students that fully participated in the experimental process. The students were impartially assigned to guided and non-guided Semantic Web-Based Learning Environments. In the Semantic Web-Based Learning Environment with No Guidance, the students are provided with information on learning objectives and prerequisites of the concerned learning objectives at 8th, 7th, and 6th grade levels and links for accessing learning objects related to these objectives. In the Semantic Web-Based Learning Environment with Guidance, on the other hand, instruction is individualised on the basis of prior knowledge. Potential incompetence for prior knowledge of the students is checked via an exam towards prerequisites of the concerned learning objectives at 8th, 7th, and 6th grade levels, and the students are provided guidance to complete any deficiencies in terms of prior knowledge. The students are, once again, provided with information on the selected learning objective, prerequisites of the concerned learning objectives and links for accessing related learning objects. Information is provided in both environments as to which learning objectives would be harder to achieve if the selected learning objective is not achieved. Findings obtained from covariance analysis (ANCOVA) indicates a significant difference between the post-test scores on students in the Semantic Web-Based Learning Environment with Guidance and with No Guidance, based on the pre-test scores. As a result of the Bonferroni test results, it is seen that this difference is in favour of the students in the Semantic Web-Based Learning Environment with Guidance with a higher average compared to those in the Semantic Web-Based Learning Environment with No Guidance. The findings show no significant difference between retention test scores of groups, adjusted according to post-test scores. Distribution of students? views on their learning environment is given as frequency and percentage. The study has found out that general satisfaction level of the students is higher for the group with guided support whereas relatively lower for the group with no guided support. Keywords: Semantic web, Web 3.0, ontology, semantic search, semantic web based instruction, individualized instruction, learning objects.