Investigation of the effect of the animation-aided teaching enriched with goe strategy on academic achievement, attitude and retention in the Science and Technology course

The aim of this study is to examine the effect of the teaching supported by animation riched with Guessing-Observing-Explaining (GOE) strategy on the academic success, attitude towards lessons and the retention in teaching of sense organs in the science and technology courses. In the research, quasi-experimental design with pre-posttest was used. This study was carried out with 42 seventh grade students, 21 of which are in experimental group, and the other 21 of which are in control group. While the teaching method supported with animation riched with GOE was applied on experimental group students, traditional approach is used on control group. Science and technology achievement test, attitude scale and retention test are applied on the groups before and after teaching. To determine the effectiveness of the methods in great detail, animation view scale and students' view scale were applied to experimental group. Also, GOE activity form are considered as a tool for data collection. T test and Mann Whitney U tests are used for analyzing quantitative data. Descriptive analysis methods are used for qualitative data. From the result of the analysis it was found there are significant differences in the favor of experimental group in point of the academic success, attitude towards lessons and the level of retention. Results of animation scale views improved that students have positive intentions and notion to learning with animation on a large scale the analysis of students views showed that students 'understandings developed significantly lessons included more enthusiasm and also there was an increase of students' intentions and participation in the lessons. Additionally, the findings from the analysis of the GOE activity forms demonstrated that students compared what they knew whit what they have learnt and as a result of this comparison, students corrected their mistakes or their incomplete knowledge.