The effect of mobile supported teaching situations model on academic achievement and attitudes of teacher candidates in measurement and evaluation course

The aim of this study is to examine the effect of a mobile-supported learning process that is prepared according to the rules of Teaching Situations Model on academic achievements and attitudes of students. It is applied in Measurement and Evaluation Courses in education by taking Gagné's teaching principles that is constructed with the learning environment supported by mobile devices into consideration Quantitative research approach is used in this study. The study group consists of 113 pedagogical formation students. The experimental group consists of 58 the control group consists of 55 students. With multiple choice academic achievement test, quantitative data that is related with the course of Measurement and Evaluation, mobile learning and attitudes scales against teaching prefession are collected. Arithmetic mean, standard deviation, percentage, frequency, independent groups t-test, dependent groups t-test, two-factor covariance analysis (ANCOVA) and two-factor analysis of variance (ANOVA) were used for data analysis. According to the findings obtained from the study,the model of Mobile-Assisted Education Model doesn't show a significant difference in academic achievement scores,attitudes towards the course and attitudes towards the mobile learning.There is a significant increase in the attitudes of students towards teaching prefession in the experimental group that is based on the model of Gagné's mobile –assisted teaching activities . In the study, it is inferred that the model of mobile-assisted teaching doesn't have an impact on students' academic achievement, on course and the attitudes towards mobile learning but it has an impact on their attitudes towards teaching profession.