Development of an Instructional Material for an Enriched Book Relating to "Interactions between Chemical Types" Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects
Authors
Fidan Hakkari
Mustafa Kemal University, Kırıkhan Vocational School
Author
Turgut Yeloğlu
Mustafa Kemal University, Faculty of Arts and Sciences, Department of Mathematics
Author
Cengiz Tüysüz
Uşak University, Faculty of Education, Department of Mathematics and Science Education
Author
Nail İlhan
Kilis 7 Aralık University, Muallim Rıfat Faculty of Education, Department of Basic Education
Author
Keywords:
En-book, Achievement, Attitude towards chemistry, Attitude towards technology, Motivation towards instructional materials
Abstract
In this study, an instructional material for enriched book (en-book), relating to "Interactions between Chemical Types" unit in the ninth grade chemistry curriculum was developed. For this purpose, the effect of the material (en-book) on pupils’ chemistry achievement, attitude towards chemistry and technology, motivation towards the instructional material were investigated. In the study, a quasi-experimental research design, pre and post-test experimental group model, was used. The research was conducted with 226 ninth grade pupils, 112 of them as control group and 114 as experimental group, attending four different classes in two high schools in which a pilot study called FATIH (Movement to Increase Opportunities and Technology). The project was implemented, in Hatay in spring semester of the 2014-2015 school year. Random cluster sampling method was used to select the sample groups. Lectures were carried out by traditional methods mostly by using board, course books etc. for control group and by en-book for experimental group. The data were analyzed with SPSS (version 22.0). Descriptive analysis, independent groups’ t-test, Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) methods were performed to analyze the data. According to the results, there has been a significant different between both groups chemistry academic achievement mean scores in favour of experimental group (p=.000). Post-test scores from the Chemistry Attitude Scale (CAS) demonsrated that there has been a significant different between attitude towards chemistry of both groups in favour of the experimental group (p=.001) and the en-book has positively contributed to pupils motivation. The results of the study also showed that there has been no statisticaly significant difference in the attitude of control and experiment groups towards technology (p>0.05).
