Individual flannel board (IFB) as a new instruction and assessment tool

In this thesis, any possible effects of learning-teaching process by means of individual flannel board (IFB), as a new instruction and assessment technique, on academic achievement of fifth grade students in science and technology class were investigated.The investigation was implemented in four state grade schools in Akyazı county of Sakarya province in fall semester of 2006-2007 academic year.The two of four classes were formed as experimental while the rest was selected as control groups. 42 of 103 students were taken part in experimental group. The control group was made of 61 students. The study lasted ten weeks. Groups have been determined according to readiness level and pre-assessment scores of the students in science and technology class. Lessons for experimental group were prepared in relation to the flannel board approach; on the other hand, in control group, lessons are carried out with lesson plans in which flannel board approach is not used. Both in experimental and control groups, ?Science and Technology Success Test? is used as pre- assessment and final test.Consequently, arithmetic mean grades of final test results of the experimental group which IFB has been applied as a new instruction and assessment tool have been found successful over the final grades of the control group which was not introduced flannel board approach. This indicates that IFB approach has a meaningful and positive effect for the science and technology students in comparison to the classes in which flannel board techniques were not used. Besides, the validity and reliability of the flannel board technique as a new evaluation technique has been found excessive. As a result of qualitative data analysis, it is determined that students? participation to the lesson has been increased, they have studied more with cooperation, they have participated actively to the listening and speaking activities by means of this technique.