The effect of using multimedia in Ataturk principles and revolution history education on the academic success and attitudes

The aim of this study is to identify the effect of the usage of multimedia on students? academic achievement in the Ataturk Principles and Revolution History course, and their attitude to Ataturk Principles and Revolution History, computer and multimedia. The experimental application of the research has been accomplished with 71 students in the first A and B classes in the Turkish Education Department, Gazi Faculty Of Education, Gazi University, Ankara in the 2007-2008 academic year. There were 36 students in the experimental group and 35 students in the control group. The research has been done with a pre-test and post-test experimental design with a control group.The data of the research have been collected with the Ataturk Principles and Revolution History academic achievement test, Ataturk Principles and Revolution History attitude scale, computer attitude scale, multimedia attitude scale and an evaluation form for the usage of multimedia in the Ataturk Principles and Revolution History course.The data gained from the academic achievement test and attitude tests were evaluated with the independent sample t-test, Mann Whitney U test, Kruskal Wallis H test and two way ANOVA for repeated measurements with SPSS 15.0 programme. The answers of the evaluation form for the usage of multimedia in the Ataturk Principles and Revolution History course by the 36 students in the experimental group were evaluated with documentation assessment techniques in the frame of qualitative research method principles and the common views of the students were aimed to be identified.According to the quantitative section results, the usage of multimedia in Ataturk Principles and Revolution History course has made a meaningful difference statistically in the students academic achievement [F(1-69) = 6.040, p<.05)]. The usage of multimedia has brought about a meaningful difference statistically in the students? attitude to Ataturk Principles and Revolution History [F(1-69) = 9.423, p<.05)]. The usage of multimedia hasn?t brought about a meaningful difference statistically in the students? attitude for the computer usage [F(1-69) = .380, p>.05)]. The usage of multimedia hasn?t brought about a meaningful difference statistically in the students? attitude for multimedia [F(1-69) = .352, p>.05)].On the other hand according to the gender variable in the Ataturk Principles and Revolution History academic achievement post-test in the experimental group students, a meaningful difference hasn?t been seen statistically (t(34)=.537, p>.05). Statistically a significant difference has not been seen in the experimental group male and female students? Ataturk Principles and Revolution History attitude scale post-test points (t(34)=.471, p>.05). Statistically a meaningful difference has not been seen in the experimental group male and female students? computer attitude scale post-test points (t(34)=1.301, p>.05). Moreover statistically a meaningful difference has not been seen in the experimental group male and female students? multimedia attitude scale post-test points (t(34)=.863, p>.05).Statistically a meaningful difference has not been seen in the control group male and female students? Ataturk Principles and Revolution History academic achievement post-test points (t(33)= .192, p>.05). Statistically a meaningful difference has not been seen in the control group male and female students? Ataturk Principles and Revolution History attitude scale post-test points (t(33)= .418, p>.05). Statistically a meaningful difference has not been seen in the control group male and female students? computer attitude scale post-test points (t(33)= .891, p>.05). Furthermore statistically a meaningful difference has not been seen in the control group male and female students? multimedia attitude scale post-test points (t(33)= 1.280, p>.05).Statistically a meaningful difference has not been seen in the experimental group students? education state in the Ataturk Principles and Revolution History academic achievement post-test points (F(3-32)=2.068, p>.05). Statistically a meaningful difference has not been seen in the experimental group students? education state in the Ataturk Principles and Revolution History attitude scale post-test points (F(3-32)= 1.191, p>.05). Statistically a meaningful difference has not been seen in the experimental group students? education state in the computer attitude scale post-test points (F(3-32)=1.743, p>.05). Moreover statistically a meaningful difference has not been seen in the experimental group students? education state in the multimedia attitude scale post-test points (F(3-32)= .934, p>.05).Statistically a meaningful difference has not been seen in the control group students? education state in the Ataturk Principles and Revolution History academic achievement post-test points (F(3-31)=.406, p>.05). Statistically a meaningful difference has not been seen in the control group students? education state in the Ataturk Principles and Revolution History attitude scale post-test points (F(3-31)=.515, p>.05). Statistically a meaningful difference has not been seen in the control group students? education state in the computer attitude scale post-test points (F(3-31)= 2.339, p>.05). Also statistically a meaningful difference has not been seen in the control group students? education state in the multimedia attitude scale post-test points (F(3-31)= 1.686, p>.05).Statistically a meaningful difference has not been seen in the experimental group students? computer attitude scale post-test points for owning a personal computer (t(34)=.766, p>.05). Statistically a meaningful difference has not been seen in the experimental group students? multimedia attitude scale post-test points for owning a personal computer (t(34)=.897, p>.05). Statistically a meaningful difference has not been seen in the control group students? computer attitude scale post-test points for owning a personal computer (t(34)=.360, p>.05). Moreover statistically a meaningful difference has not been seen in the control group students? multimedia attitude scale post-test points for owning a personal computer (t(34)=1.301, p>.05).The students in the experimental group have defined in their evaluation of the usage of multimedia in Ataturk Principles and Revolution History education that they have learned the course better by the activities prepared with multimedia, the knowledge they have learned is permanent, the courses are out of monotonous, their interests increase for the course, they can study according to their own pace, their dependency for the course book and the lecturer decreases, the information has been supported by different sources, and their senior cognitive skills have improved.The negative statements about the usage of multimedia applications were that the teacher-student interaction during the multimedia courses was insufficient, and the class atmosphere was drawn away.Keywords: Ataturk Principles and Revolution History education, multimedia, academicachievement, attitude.