The effect of quantum learning approach supported by coaching on the academic achievement and attitudes of students in science course

The purpose of this study is to investigate the effect of teaching based on quantum learning approach on supported by student coaching on students' academic achievement and attitude towards the course. The mixed method method, in which quantitative and qualitative methods are used together, has been used in the research. While doing an experimental study on the quantitative and qualitative dimension of the research, it forms the design of the research pattern which consists of a qualitative step joint applied simultaneously. The quantitative data of the study was carried out with the 'pre-test-post-test control group' design from the real trial models. In this process, students' coaching-supported quantum learning approach in the science lessons teaching was investigated on the academic achievements and attitudes of the students. An experiment and a control group were set up in an unbiased manner. Here students' attitudes towards the course and their academic success are dependent variables, while the student coaching-supported quantum learning approach is an independent variable. Here, the answer was sought in order to determine whether the independent variables are effective on the dependent variable. In the qualitative part of the study, the qualitative experimental design was followed using the action research method, which is a qualitative research method. The selection of this research approach is based on the quantum learning approach to be implemented in the classroom within the scope of the seventh grade science course, and the effect of student coaching practices to be applied outside the classroom to the students' views on their usefulness, success and attitudes towards the course. In order to examine the effect of the student coaching on the students and to enable the student to discover himself / herself in the student coaching, the steps of the action research method under the qualitative experimental design using the qualitative experiment design were followed because of the intervention of the coach during the awareness formation. An action plan specific to each student was prepared. Thus, it was aimed to support the student coaching applied within the scope of qualitative experimental design action research with the quantum learning approach within quantitative experimental design. The study was carried out on the seventh grade students of a middle school in the Western Black Sea region during the fall semester of the academic year 2017-2018. In the study, the experiment and control groups were constructed by using unbiased assignment cluster analysis using criteria sample. The obtained data were analyzed by using SPSS22 packet program and unbiased experimental method was applied according to the average. According to the results obtained, five groups were assigned according to K - Average Clustering analysis technique and 33 students were sampled. This number of people was found to be evenly distributed to the existing three seventh grade branches, and 11 subjects from 28 students from 7A class and 11 control subjects from 25 students from 7B classes formed the study group. Thus, the total number of students in the 11 experimental and control groups was 22. The students' coaching-supported quantum learning approach was applied to the students by providing the validity and reliability of the science achievement test by the researcher for the numerical data to be used to examine the effects of the students on the achievements and attitudes towards the science course. In addition, science scales developed by Şener and Taş (2016) were used. The obtained data were analyzed with SPSS-22.0 packet program. Arithmetic mean, frequency, percent, standard deviation, Shapiro-Wilk, Mann Whitney U Test, Wilcoxon Signs Test scores were calculated in the analysis of the data. In the qualitative part of the study, eleven people who constituted the experimental group constituted the study group where the individual coaching practices were carried out. A semi-structured interview form developed by the researcher with four faculty members in the collection of qualitative data and a "Success Circle" to reveal the student achievement status in the coaching interviews and a "Representative Systems Test" used by Ekiz (2016) in the thesis study to reveal the learning styles . The obtained data were analyzed using NVIVO 8 Plus package program. The following results were obtained: The results of the science test course success test; it was observed that there was not a significant difference between the test group scores of the control group students who were taught based on the science course textbook and the experimental group students whose structure and characteristics of the substance were taught by the student coaching supported quantum learning approach. According to the research findings, it was found that there was a meaningful difference in favor of the experimental group when there was no significant difference in favor of the control group when comparing the point averages in order to determine whether there was a meaningful difference between the student coaching supported quantum learning approach and the pretest and posttest scores of the experimental group . In this context, the student coaching-assisted quantum learning approach shows a significant effect on the structure and properties of the material. Consequences of science sciences attitude scale; According to the research findings, there was no statistically significant difference between the students 'coaching supported quantum learning approach and the point averages in order to determine whether there was a meaningful difference between experimental group students and control group students' attitudes towards science classroom attitude and posttest scores. However, the fact that the posttest scores are favorable for positivity suggests that the students 'coaching-assisted quantum learning approach and the teaching of the structure and properties of the substance have a significant effect on the students' structure and properties of the substance. Conclusions on coaching interviews; students expressed that the study plan, the study techniques and the timeline studies, which were constructed individually, were seen as the most useful applications. They also stated that the applications and coaching negotiations are beneficial in helping students contribute to the success of the course, their attitudes towards the course, and their awareness of themselves. It also contributes to the development of positive attitudes towards the other courses and the students and it is understood from the opinions of the students that the course attendance increases due to the course study techniques they have learned. The students who participated in the coaching interviews suggested that coach teachers should be in the schools, more frequent coaching interviews and interviews should be added to the curriculum.