Effect of the Computer-Based Concept Maps on Comprehension of ...
Effect of the Computer-Based Concept Maps on Comprehension of ...
Effect of the Computer-Based Concept Maps on Comprehension of ...
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European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009emphasizes that “learning should not be viewed for big and passive student groups but should be an activeimplementati<strong>on</strong> for producing and c<strong>on</strong>structing <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>cepts, where students do work, from <str<strong>on</strong>g>the</str<strong>on</strong>g> works studiesabout c<strong>on</strong>ceptual learning.<str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g> maps are directly related to <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>structivist native language educati<strong>on</strong> in respect to students’ activerole in learning. Student would pass <str<strong>on</strong>g>the</str<strong>on</strong>g> intended message through mental c<strong>on</strong>structi<strong>on</strong> process; and <str<strong>on</strong>g>the</str<strong>on</strong>g>refore<str<strong>on</strong>g>the</str<strong>on</strong>g> quality and retenti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> educati<strong>on</strong> would significantly increase. “<str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g> maps are an educati<strong>on</strong>alstrategy for helping a better comprehending <str<strong>on</strong>g>the</str<strong>on</strong>g> subjects, integrati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> old informati<strong>on</strong> with <str<strong>on</strong>g>the</str<strong>on</strong>g> new <strong>on</strong>es,improving <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>ceptual percepti<strong>on</strong> level <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students, and increasing <str<strong>on</strong>g>the</str<strong>on</strong>g>ir success” (Heinze, Fry & Novak,1990). This study was schemed with <str<strong>on</strong>g>the</str<strong>on</strong>g> belief that this educati<strong>on</strong>al strategy should be exploited forcomprehending and remembering <str<strong>on</strong>g>the</str<strong>on</strong>g> listened expressi<strong>on</strong>sThis study was c<strong>on</strong>ducted with <str<strong>on</strong>g>the</str<strong>on</strong>g> aim <str<strong>on</strong>g>of</str<strong>on</strong>g> determining how much <str<strong>on</strong>g>the</str<strong>on</strong>g> use <str<strong>on</strong>g>of</str<strong>on</strong>g> c<strong>on</strong>cept maps for development <str<strong>on</strong>g>of</str<strong>on</strong>g>listening/watching skills, in native language educati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> 6 th grade students, which affects <str<strong>on</strong>g>the</str<strong>on</strong>g> academicsuccess. Experimental and c<strong>on</strong>trol groups were formed to measure <str<strong>on</strong>g>the</str<strong>on</strong>g> success and retenti<strong>on</strong> level and to make acomparis<strong>on</strong> with <str<strong>on</strong>g>the</str<strong>on</strong>g> traditi<strong>on</strong>al method; it has been tried to find out whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r a difference, in relati<strong>on</strong> toacademic success and retenti<strong>on</strong> levels, between less<strong>on</strong>s c<strong>on</strong>ducted with c<strong>on</strong>cept maps and traditi<strong>on</strong> methodexists in this study.METHOD OF STUDYC<strong>on</strong>trol grouped empirical research pattern, in which <str<strong>on</strong>g>the</str<strong>on</strong>g> results <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> Native Language Grade Means andListening Evaluati<strong>on</strong> Forms were used and Listening-Retenti<strong>on</strong> Tests were applied, was used for this study.Listening text was realized with traditi<strong>on</strong>al method in <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trol groups whereas computer-based c<strong>on</strong>cept mapmethod was used in <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental group. It has been proved by <str<strong>on</strong>g>the</str<strong>on</strong>g> empirical studies that c<strong>on</strong>cept mapmethod, which is developed by Novak (2003), supports both meaningful comprehending and learning. Theeffect <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> computer-based c<strong>on</strong>cept maps, however, was tried to be detected with this study. Listening tests,which measure how much <str<strong>on</strong>g>the</str<strong>on</strong>g>y understood what <str<strong>on</strong>g>the</str<strong>on</strong>g>y listened, were applied to experimental and c<strong>on</strong>trol groupsimmediately after <str<strong>on</strong>g>the</str<strong>on</strong>g> less<strong>on</strong>. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>rmore, <str<strong>on</strong>g>the</str<strong>on</strong>g> same test, as a retenti<strong>on</strong> test, was applied to <str<strong>on</strong>g>the</str<strong>on</strong>g> students duringfour weeks after <str<strong>on</strong>g>the</str<strong>on</strong>g> research to measure <str<strong>on</strong>g>the</str<strong>on</strong>g> success <str<strong>on</strong>g>of</str<strong>on</strong>g> retenti<strong>on</strong>.The study group <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> study c<strong>on</strong>sists <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students studying in <str<strong>on</strong>g>the</str<strong>on</strong>g> 6/A and 6/D classes at Turgut Özal PrimarySchool, Erzurum Province, Turkey. 6/A class, with 20 students, was chosen as <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental group while 6/Dclass c<strong>on</strong>sisting <str<strong>on</strong>g>of</str<strong>on</strong>g> 19 students was determined as <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trol group. Native language grade means bel<strong>on</strong>ging to<str<strong>on</strong>g>the</str<strong>on</strong>g> previous year and results <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listening evaluati<strong>on</strong> forms were used for leveling <str<strong>on</strong>g>the</str<strong>on</strong>g> students since studentswould not able to answer <str<strong>on</strong>g>the</str<strong>on</strong>g> pre-test without listening to <str<strong>on</strong>g>the</str<strong>on</strong>g> text first. Students in experimental and c<strong>on</strong>trolgroups were leveled according to <str<strong>on</strong>g>the</str<strong>on</strong>g> native language grade means bel<strong>on</strong>ging to <str<strong>on</strong>g>the</str<strong>on</strong>g> previous year and results <str<strong>on</strong>g>of</str<strong>on</strong>g><str<strong>on</strong>g>the</str<strong>on</strong>g> listening evaluati<strong>on</strong> forms (Table 1).Table 1. Leveling <str<strong>on</strong>g>the</str<strong>on</strong>g> Experimental and C<strong>on</strong>trol Groups according to Native Language Grade Means andListening Evaluati<strong>on</strong> FormsArithmetic Standard UpGroups NMean Deviati<strong>on</strong>Grade Means Experimental 20 69,82 11,00 136,500 ,132C<strong>on</strong>trol 19 66,18 12,29Listening Experimental 20 3,37 0,48 161,000 ,415Evaluati<strong>on</strong> Form C<strong>on</strong>trol 19 2,96 0,82The difference between grade means and listening evaluati<strong>on</strong> forms <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental and c<strong>on</strong>trol groups areseen to be negligible with a p>0.05 value when Table 1 is analyzed. These findings show that <str<strong>on</strong>g>the</str<strong>on</strong>g>re was no realdifference between experimental and c<strong>on</strong>trol groups.Mandatory primary educati<strong>on</strong> in Turkey lasts for 8 years. The less<strong>on</strong>s have been studied with a c<strong>on</strong>structivistapproach in 6 th and 7 th grades since 2005. With <str<strong>on</strong>g>the</str<strong>on</strong>g> recent changes, Turkish less<strong>on</strong>s do not just c<strong>on</strong>sist <str<strong>on</strong>g>of</str<strong>on</strong>g>listening, speaking, reading, writing, and grammar but also includes o<str<strong>on</strong>g>the</str<strong>on</strong>g>r intellectual activities such as visualreading, visual presentati<strong>on</strong>, textuality, arrangement, classificati<strong>on</strong>, inquiry, criticism, analysis-syn<str<strong>on</strong>g>the</str<strong>on</strong>g>sis,110
European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009interrelati<strong>on</strong>s, and evaluati<strong>on</strong>. Listening texts have been provided to teachers in <str<strong>on</strong>g>the</str<strong>on</strong>g> CD media as well as TeacherGuideline Books within this approach. Teachers have been playing <str<strong>on</strong>g>the</str<strong>on</strong>g> audio files in <str<strong>on</strong>g>the</str<strong>on</strong>g>se CDs, in which novisual elements are c<strong>on</strong>tained, for <str<strong>on</strong>g>the</str<strong>on</strong>g> students to listen. CDs are not obtained by students and <strong>on</strong>ly texts arec<strong>on</strong>tained in <str<strong>on</strong>g>the</str<strong>on</strong>g>ir course books. Students have been included in various activities for comprehending <str<strong>on</strong>g>the</str<strong>on</strong>g> textafter listening to it; also attending c<strong>on</strong>versati<strong>on</strong>, writing, and grammar activities derived from <str<strong>on</strong>g>the</str<strong>on</strong>g> text. Listeningtext has been c<strong>on</strong>ducted by <str<strong>on</strong>g>the</str<strong>on</strong>g> teacher in c<strong>on</strong>trol groups, in which <str<strong>on</strong>g>the</str<strong>on</strong>g> traditi<strong>on</strong>al method is implemented, with<str<strong>on</strong>g>the</str<strong>on</strong>g> above menti<strong>on</strong>ed approach. On <str<strong>on</strong>g>the</str<strong>on</strong>g> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r hand, <str<strong>on</strong>g>the</str<strong>on</strong>g> text has been listened by computer-based c<strong>on</strong>cept mapmethod to comprehend <str<strong>on</strong>g>the</str<strong>on</strong>g> text which has been implemented for limited time <str<strong>on</strong>g>of</str<strong>on</strong>g> four hoursData Acquisiti<strong>on</strong>Grade means <str<strong>on</strong>g>of</str<strong>on</strong>g> native language less<strong>on</strong>s bel<strong>on</strong>ging to 6/A and 6/D classes were ga<str<strong>on</strong>g>the</str<strong>on</strong>g>red from <str<strong>on</strong>g>the</str<strong>on</strong>g> schoolmanagement before initiating <str<strong>on</strong>g>the</str<strong>on</strong>g> research. The teacher <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> less<strong>on</strong> was <str<strong>on</strong>g>the</str<strong>on</strong>g>n asked to fill out <str<strong>on</strong>g>the</str<strong>on</strong>g> ListeningEvaluati<strong>on</strong> Forms, which is prepared according to <str<strong>on</strong>g>the</str<strong>on</strong>g> students’ gain, for each student using his/her <strong>on</strong>e year’sobservati<strong>on</strong>s. In this form, 22 entries were listed for measuring <str<strong>on</strong>g>the</str<strong>on</strong>g> performances <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students such as “He/shedefines words and word groups according to what is listened. He/she states <str<strong>on</strong>g>the</str<strong>on</strong>g> relati<strong>on</strong>ship between <str<strong>on</strong>g>the</str<strong>on</strong>g> title andc<strong>on</strong>text <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listened text. He/she specifies <str<strong>on</strong>g>the</str<strong>on</strong>g> subject <str<strong>on</strong>g>of</str<strong>on</strong>g> what is listened.” C<strong>on</strong>sequently, <str<strong>on</strong>g>the</str<strong>on</strong>g> teacher wasensured to determine <str<strong>on</strong>g>the</str<strong>on</strong>g> listening skills <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students who are in <str<strong>on</strong>g>the</str<strong>on</strong>g> process <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong>, for <strong>on</strong>e year. Nativelanguage grade means and points <str<strong>on</strong>g>of</str<strong>on</strong>g> Listening Evaluati<strong>on</strong> Forms were used for equaling <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental andc<strong>on</strong>trol groups.The text titled “Children are Scientists by Birth” was studied in <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental group with computer-basedc<strong>on</strong>cept maps while traditi<strong>on</strong>al methods were used in <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>trol group. The text which is used for bo<str<strong>on</strong>g>the</str<strong>on</strong>g>xperimental and c<strong>on</strong>trol groups was taken from <str<strong>on</strong>g>the</str<strong>on</strong>g> CD c<strong>on</strong>tained in Teacher Guideline Books provided by <str<strong>on</strong>g>the</str<strong>on</strong>g>publishing house (Öğretmen Kılavuz Kitabı, 2007). Therefore both groups listened <str<strong>on</strong>g>the</str<strong>on</strong>g> same vocalizing pers<strong>on</strong>.The difference in <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental group was that <str<strong>on</strong>g>the</str<strong>on</strong>g> same text was listened with additi<strong>on</strong>al use <str<strong>on</strong>g>of</str<strong>on</strong>g> c<strong>on</strong>ceptmaps.Listening tests, c<strong>on</strong>taining 10 multiple choice questi<strong>on</strong>s, were <str<strong>on</strong>g>the</str<strong>on</strong>g>n applied after <str<strong>on</strong>g>the</str<strong>on</strong>g> study <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> text. The sametest was applied to both groups after 4 weeks as a retenti<strong>on</strong> test. The test was created in accordance with <str<strong>on</strong>g>the</str<strong>on</strong>g>target behaviors menti<strong>on</strong>ed in <str<strong>on</strong>g>the</str<strong>on</strong>g> 6 th grade native language course book appearence validity as ensured byasking <str<strong>on</strong>g>the</str<strong>on</strong>g> specialists about <str<strong>on</strong>g>the</str<strong>on</strong>g> created questi<strong>on</strong>s and c<strong>on</strong>tent validity as secured by using signal tables. Multiplechoice questi<strong>on</strong>s with 4 alternatives were created since <str<strong>on</strong>g>the</str<strong>on</strong>g> implementati<strong>on</strong> was c<strong>on</strong>ducted <strong>on</strong> sec<strong>on</strong>d phasestudents. Inner c<strong>on</strong>sistency <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listening tests was found to be high, with 0.83 Cr<strong>on</strong>bach Alfa Coefficient,according to <str<strong>on</strong>g>the</str<strong>on</strong>g> analyses. The number <str<strong>on</strong>g>of</str<strong>on</strong>g> correct answers that <str<strong>on</strong>g>the</str<strong>on</strong>g> students give in listening test was taken as <str<strong>on</strong>g>the</str<strong>on</strong>g>success point. One <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>s asked in <str<strong>on</strong>g>the</str<strong>on</strong>g> test is given as an example below:According to <str<strong>on</strong>g>the</str<strong>on</strong>g> text, which <strong>on</strong>e <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> below is <str<strong>on</strong>g>the</str<strong>on</strong>g> qualities <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> childrenthat our society and world need?A) Almost everyday watches TV and Access internet.B) Makes experimentals in order to reach <str<strong>on</strong>g>the</str<strong>on</strong>g> knowledgeC) They are industrious as <str<strong>on</strong>g>the</str<strong>on</strong>g>y work c<strong>on</strong>tinuously.D) They are unwilling to ask questi<strong>on</strong>s to elders.<str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g> maps, prepared as ppt file and c<strong>on</strong>sisting <str<strong>on</strong>g>of</str<strong>on</strong>g> 24 pages, was m<strong>on</strong>itored in synch with <str<strong>on</strong>g>the</str<strong>on</strong>g> listening <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>text. The text used was titled “Children are Scientists by Birth” that is listened in <str<strong>on</strong>g>the</str<strong>on</strong>g> schools when <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>meScience and Technology is studied. The last page <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> m<strong>on</strong>itored c<strong>on</strong>cept map is given in <str<strong>on</strong>g>the</str<strong>on</strong>g> figure below:111
European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009Figure 1. The Last Page <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g> Map Created for <str<strong>on</strong>g>the</str<strong>on</strong>g> Listening Text<str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g>s maps c<strong>on</strong>tained keywords derived from <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>text <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listening text as well as few visuals, as canbe seen in Figure 1. The students watched <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>cept map that is encountered with <str<strong>on</strong>g>the</str<strong>on</strong>g> read text and tried totrace <str<strong>on</strong>g>the</str<strong>on</strong>g> map in <str<strong>on</strong>g>the</str<strong>on</strong>g>ir c<strong>on</strong>scious as a schema.ANALYSIS OF THE FINDINGSMann-Whitney U Test was used for analyzing <str<strong>on</strong>g>the</str<strong>on</strong>g> data acquired in <str<strong>on</strong>g>the</str<strong>on</strong>g> research. These analyses were c<strong>on</strong>ductedby SPSS for Windows 12.00 statistical computer program.Findings and Interpretati<strong>on</strong>Mann-Whitney U Test was used after <str<strong>on</strong>g>the</str<strong>on</strong>g> implementati<strong>on</strong> to determine whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r a difference exists betweenlistening successes <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students in experimental and c<strong>on</strong>trol groups. Arithmetic means <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listening andevaluati<strong>on</strong> successes and standard deviati<strong>on</strong> values <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students in experimental and c<strong>on</strong>trol groups are givenin Table 2; and <str<strong>on</strong>g>the</str<strong>on</strong>g> results <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> Mann-Whitney U Test can be seen in Table 3.Table 2. Arithmetic Means and Standard Deviati<strong>on</strong> Values <str<strong>on</strong>g>of</str<strong>on</strong>g> Listening Test Bel<strong>on</strong>ging to Experimental andC<strong>on</strong>trol GroupsLAST TESTS Groups N Arithmetic Mean Standard Deviati<strong>on</strong>Listening Test Experimental 20 8,05 1,67C<strong>on</strong>trol 19 6,42 2,12Table 3. Mann-Whitney U Test Values <str<strong>on</strong>g>of</str<strong>on</strong>g> Listening Test Bel<strong>on</strong>ging to Experimental and C<strong>on</strong>trol GroupsMean Sum <str<strong>on</strong>g>of</str<strong>on</strong>g> U PGroupsN Rank RanksListening Test Experimental 20 24,90 498,00 92,000 ,005C<strong>on</strong>trol 19 14,84 282,00The differences between <str<strong>on</strong>g>the</str<strong>on</strong>g> listening test successes <str<strong>on</strong>g>of</str<strong>on</strong>g> experimental and c<strong>on</strong>trol groups after <str<strong>on</strong>g>the</str<strong>on</strong>g>implementati<strong>on</strong>s were found to be significant in <str<strong>on</strong>g>the</str<strong>on</strong>g> level <str<strong>on</strong>g>of</str<strong>on</strong>g> p
European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009implemented to <str<strong>on</strong>g>the</str<strong>on</strong>g> experimental group is more effective for comprehending <str<strong>on</strong>g>the</str<strong>on</strong>g> listened text than <str<strong>on</strong>g>the</str<strong>on</strong>g> traditi<strong>on</strong>aleducati<strong>on</strong> method.Listening tests were <strong>on</strong>ce more implemented to experimental and c<strong>on</strong>trol groups four weeks after in order todetermine retenti<strong>on</strong> levels <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> text. Mann-Whitney U Test was <str<strong>on</strong>g>the</str<strong>on</strong>g>n c<strong>on</strong>ducted to determine whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r adifference exists in retenti<strong>on</strong> levels <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students listening between experimental and c<strong>on</strong>trol groups.Arithmetic means <str<strong>on</strong>g>of</str<strong>on</strong>g> listening retenti<strong>on</strong> test’s success points and standard deviati<strong>on</strong> values can be seen in Table4; and Mann-Whitney Test results can be seen in Table 5. The tests were both c<strong>on</strong>ducted four weeks after <str<strong>on</strong>g>the</str<strong>on</strong>g>implementati<strong>on</strong>s <strong>on</strong> experimental and c<strong>on</strong>trol groups.Table 4. Arithmetic Mean and Standard Deviati<strong>on</strong> Values <str<strong>on</strong>g>of</str<strong>on</strong>g> Retenti<strong>on</strong> Tests Bel<strong>on</strong>ging to Experimental andC<strong>on</strong>trol GroupsRetenti<strong>on</strong> TestGroups NArithmeticMean Standard Deviati<strong>on</strong>Experiment7,65 1,2720alC<strong>on</strong>trol 19 6,21 1,78Table 5. Mann-Whitney U Test Values <str<strong>on</strong>g>of</str<strong>on</strong>g> Listening-Retenti<strong>on</strong> Test Bel<strong>on</strong>ging to Experimental and C<strong>on</strong>trolGroupsRetenti<strong>on</strong> TestMeanU PGroupsN Rank Sum <str<strong>on</strong>g>of</str<strong>on</strong>g> RanksExperimental 20 24,03 480,50 109,500 ,021C<strong>on</strong>trol 19 15,76 299,50The differences between <str<strong>on</strong>g>the</str<strong>on</strong>g> retenti<strong>on</strong> test successes <str<strong>on</strong>g>of</str<strong>on</strong>g> experimental and c<strong>on</strong>trol groups after <str<strong>on</strong>g>the</str<strong>on</strong>g>implementati<strong>on</strong>s were found to be significant in <str<strong>on</strong>g>the</str<strong>on</strong>g> level <str<strong>on</strong>g>of</str<strong>on</strong>g> p
European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009DISCUSSIONThere was a meaningful difference, in advantage <str<strong>on</strong>g>of</str<strong>on</strong>g> experimental group, regarding <str<strong>on</strong>g>the</str<strong>on</strong>g> listening-retenti<strong>on</strong> testpoints between experimental group students, lectured using <str<strong>on</strong>g>of</str<strong>on</strong>g> computer-based maps, and c<strong>on</strong>trol groupstudents, lectured using traditi<strong>on</strong>al educati<strong>on</strong> method, about <str<strong>on</strong>g>the</str<strong>on</strong>g> development <str<strong>on</strong>g>of</str<strong>on</strong>g> listening skills in this study.These results show that listening text with <str<strong>on</strong>g>the</str<strong>on</strong>g> accompaniment <str<strong>on</strong>g>of</str<strong>on</strong>g> computer-based c<strong>on</strong>cept maps enablescomprehensi<strong>on</strong> easier and more c<strong>on</strong>crete than traditi<strong>on</strong>al educati<strong>on</strong> method. “<str<strong>on</strong>g>Effect</str<strong>on</strong>g>s <str<strong>on</strong>g>of</str<strong>on</strong>g> computer-based c<strong>on</strong>ceptmaps <strong>on</strong> student success in science educati<strong>on</strong>” was examined in an empirical study c<strong>on</strong>ducted by Aykanat et al.(2005); and <str<strong>on</strong>g>the</str<strong>on</strong>g>re was also a meaningful difference regarding final test points between experimental and c<strong>on</strong>trolgroups within this study. Moreover, Sim<strong>on</strong>e et al. (2001) stated that using technology with c<strong>on</strong>cept mapssupported and increased <str<strong>on</strong>g>the</str<strong>on</strong>g> development <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> students in <str<strong>on</strong>g>the</str<strong>on</strong>g>ir research.<str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g> maps, which show <str<strong>on</strong>g>the</str<strong>on</strong>g> relati<strong>on</strong>s between keywords <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> listened text and form a visual presentati<strong>on</strong>,have significance in shaping <str<strong>on</strong>g>the</str<strong>on</strong>g> cognitive structure and generating meaningful learning. This method,recurrently useable for every branch <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong>, is effective for developing <str<strong>on</strong>g>the</str<strong>on</strong>g> listening skills in nativelanguage less<strong>on</strong>s.The students’ attempt for giving <str<strong>on</strong>g>the</str<strong>on</strong>g>ir attenti<strong>on</strong> and determining <str<strong>on</strong>g>the</str<strong>on</strong>g> keywords while listening without usingvisual elements might cause <str<strong>on</strong>g>the</str<strong>on</strong>g>m to miss <str<strong>on</strong>g>the</str<strong>on</strong>g> textual flow. The method <str<strong>on</strong>g>of</str<strong>on</strong>g> computer-based c<strong>on</strong>cept maps,however, increases <str<strong>on</strong>g>the</str<strong>on</strong>g> student success and remembrance by <str<strong>on</strong>g>the</str<strong>on</strong>g> help <str<strong>on</strong>g>of</str<strong>on</strong>g> its properties such as achieving attenti<strong>on</strong>and c<strong>on</strong>cretizati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> informati<strong>on</strong> with visual aid, and having more enjoyable courses. Additi<strong>on</strong>ally, Altıntaşand Altıntaş (2008), in <str<strong>on</strong>g>the</str<strong>on</strong>g>ir empirical study using c<strong>on</strong>trol groups titled “<str<strong>on</strong>g>Effect</str<strong>on</strong>g> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> use <str<strong>on</strong>g>of</str<strong>on</strong>g> c<strong>on</strong>cept maps inprimary educati<strong>on</strong> 5 th grade social informati<strong>on</strong> courses <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> academic success <str<strong>on</strong>g>of</str<strong>on</strong>g> students”, c<strong>on</strong>cluded thatless<strong>on</strong>s c<strong>on</strong>ducted by using c<strong>on</strong>cept maps increase <str<strong>on</strong>g>the</str<strong>on</strong>g> success, by determining <str<strong>on</strong>g>the</str<strong>on</strong>g> ways <str<strong>on</strong>g>of</str<strong>on</strong>g> organizing <str<strong>on</strong>g>the</str<strong>on</strong>g>meanings, and also raise <str<strong>on</strong>g>the</str<strong>on</strong>g> efficiency. All, Huycke and Fisher (2003), <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r hand, state thatschematizati<strong>on</strong>, encoding and visual presentati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> informati<strong>on</strong> in c<strong>on</strong>cept map streng<str<strong>on</strong>g>the</str<strong>on</strong>g>ns <str<strong>on</strong>g>the</str<strong>on</strong>g> intellect in <str<strong>on</strong>g>the</str<strong>on</strong>g>irresearch.CONCLUSIONListening is emphasized to be <strong>on</strong>e <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> most neglected skills although it forms a foundati<strong>on</strong> for o<str<strong>on</strong>g>the</str<strong>on</strong>g>r languageskills and teachers spend most <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir times in class reading, writing, and grammar educati<strong>on</strong>. 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European Journal <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>al Studies 1(2), 2009İlköğretim Türkçe 6. Sınıf Türkçe Öğretmen Kılavuz Kitabı ve Dinleme CD’si, Koza Yayın Dağıtım A.Ş.,Ankara 2007.Özbay, M., (2005). Bir Dil Becerisi Olarak Dinleme Eğitimi. Ankara: Akçağ Yayınları.Reif, F. and Heller, J.I. (1982). “Knowledge Structure and Problem Solving in Physics”, Educati<strong>on</strong>alPsychology, (17):102-127.Sim<strong>on</strong>e, C., Schmid, R., McEven, L. (2001). Supporting The Learning Process With Collaborative <str<strong>on</strong>g>C<strong>on</strong>cept</str<strong>on</strong>g>Mapping Using <str<strong>on</strong>g>Computer</str<strong>on</strong>g>-<str<strong>on</strong>g>Based</str<strong>on</strong>g> Communicati<strong>on</strong> Tools And Process, Educati<strong>on</strong>al Research andEvaluati<strong>on</strong>, 2-3: 263-283.Taşer, S. (1996). K<strong>on</strong>uşma Eğitimi, Papirus Yayınları, İstanbul.Translati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> Figure 1APPENDIXÇocuklar Doğuştan Bilim Adamıdır: Children are Scientists by BirthAy: Mo<strong>on</strong>Çimen: MeadowDüş: DreamAyak: FootSorular: Questi<strong>on</strong>sYetişkinler: AdultsCevapsız: No AnswerÇocuklar: ChildrenAnsiklopedi: EncyclopaediaKitap: BookMerak: CuriosityYanıt Bulma Zevki: <str<strong>on</strong>g>the</str<strong>on</strong>g> Pleasure <str<strong>on</strong>g>of</str<strong>on</strong>g> Finding AnswersSoru Sormak: Asking Questi<strong>on</strong>sAkıl: IntellectGüler mi?: Laughing?Deneyler: ExperimentsDenemeler: Try-outsÖğrenmek: LearningBilim Adamları: ScientistsÇevreye Dikkat: Attenti<strong>on</strong> to Envir<strong>on</strong>mentEngeli Aşmak: Overruning Obstructi<strong>on</strong>sToplumumuz: Our SocietyDünyamız: Our WorldDeğerlisiniz: You are valuable115