The effect of content arrengement in written text upon learning

In this study, at ?Introduction to Teaching? course at Anatolian Teaching High Schools it was aimed to determine whether there is a diference between the text the content of which is arrenged and the text the content of which isn?t arrenged in terms of classical and operant conditioning. The research is made of 6 parts: Introduction, theoretical explanations and related studies, method, findings and commentary, conclusion and suggestions.In the research, one of the semi-experimental methods, the model with pre test- post test control group was used. The experimental group is composed of 166 students who attend Adana Seyhan İMKB Anatolian High School, three classes from the 9 th grade and four classes from the 11 th grade.The written texts which were used in the experimental groups were used by the researcher and in these texts content arrangement is made about operant and clasical conditioning concepts.On the other hand, in teh control groups the texts the content of which isn?t arrenged, while composing these texts, information abaout the concepts mentioned was taken from the boks. A success test of 11 items about operant conditioning concept and another success test of 15 items about classical conditioning were used and they were also prepared by the researcher. T-test analysis was made in dependent groups to determine whether there is an expressive difference between the pretest scores of the groups. In this study Ancova was used to determine whether there is an expressive difference between the average scores of the groups. And it was aimed to determine the effect of experimental process by checking the pretest scores. In both experimental and control groups, students? success related to the content elements of concepts, was determined calcualting the freguency of the right and wrong answers.The findings of the research can be summerized as:When the pretest scores were checked, of the students who studied the texts in which the content is arrenged and the texts in which the content isn?t arrenged, it was found that there is an expressive difference between the classical conditioning post test scores in favor of the experimental grous (F=34.809 p=.000 ).About operant conditioning concept, when the pretest operant conditioning scores were checked, of the students who studied the texts in which the content is arrenged and the texts in which the content isn?t arrenged, it was found that there is an expressive diffrence between the operant conditioning scores (F= .104 p=.000).The content of texts used in the control group was prepared according to the strategies of content teaching and it consists of all the content elements of the concept. It could be concluded that the texts the contents of which are arrenged affect the success of students positively.In the texts used in the experimental groups, ıt was provided with the diversity of distribution of the non ? distinguishing properties of the examples. So it can be thought that this arrengement could affect the students? post test success positively. The texts used in control groups were extracted from the boks related to concepts mentioned.In both groups who studied the clasical conditioning concept with the text in which the content is arranged and text in which the content isn?t arrenged, it was found that the rate of answering the questions of definitions and qualities; example-qualities and examples; non-examples were generally high.In both two groups who studied the operant conditioning concept with the text in which the concent is arranged and the text in which the concent isn?t arranged, it was seen that the rate of answering the questions of definitions and qualities; example-qualities and example; non-examples was generally high.Keyword: Written text, Content Organization, Concept Teaching.