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Effect of memory supporting techniques in geography lessons on gains, attitudes and permanency (grade 10-secondery school)

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2009
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Abstract (EN)

The purpose of the present study is to determine the effect of the use of strategies for memory support on academic achievements, attitudes and permanency of the second year high school students while learning ?Main Plant Communities in Turkey? and ?Eroison?.The study was designed, using experimental design model. Geography teaching strategies based on strategies for memory support for the experiment group, and explatory method for the control group were used. In the present study, a placement test, an achievement test and a student attitude scale were used to collect data. The measuring tools developed were applied to 70 second year high school students from İbn-i Sina High School. Two-way ANOVA was applied for mixed measurements and frequency, percentage, arithmetic mean values were used to solve subproblems of the study.There is no significant difference between the pretest total level scores of the experiment group and control group.There is no significant difference between the pretest and post-test total achievement scores of the experiment group and the control group, before and after the experiment. Given ?Main Plant Communities in Turkey? and ?Erosion?, there is a significant difference between the pretest and post-test achievement mean scores. Given ?Main Plant Communities in Turkey? and ?Erosion?, it was seen that the achievement scores of the students in the control group and the experiment group where two different teaching models were applied significantly differed in the pretest and post-test. In other words, the common effects of being in different function groups (experiment and control group) and the factors of repeated measures on ?Main Plant Communities in Turkey? and ?Erosion? test achievement levels were found significant.There is no significant difference between the pretest and post-test attitude scale total scores of the experiment group and the control group during the pre?experiment and post?experiment period. Given student attitudes, there is no significant difference between the pretest and post-test attitude mean scores. However, it was seen that the attitudes of the students in the control group and the experiment group where two different teaching models were applied did not significantly differ in the pretest and post-test. In other words, the common effects of being in different function groups (experiment and control group) and the factors of repeated measures on student attitudes were not found significant.

Author

Filiz Göl

How to Cite

Filiz Göl (Doctorate thesis). Effect of memory supporting techniques in geography lessons on gains, attitudes and permanency (grade 10-secondery school), 2009, Gazi University.

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