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ABSTRACT
THE EFFECT OF TEACHING MAGNETISM UNIT WITH COMPUTER-
AIDED AND EXPERIMENT-AIDED ACTIVITIES ON 11TH GRADE
STUDENTS’ SELF-EFFICACY, METACOGNITION, ATTITUDE,
MOTIVATION AND CONCEPTUAL UNDERSTANDING
MSC THESIS
MUSTAFA ÇORAMIK
BALIKESIR UNIVERSITY INSTITUTE OF SCIENCE
SECONDARY SCIENCE AND MATHEMATICS EDUCATION
PHYSICS EDUCATION
(SUPERVISOR: ASSOC. PROF. DR. M. SABRİ KOCAKÜLAH )
BALIKESİR, JUNE 2012
Magnetism unit which takes place in 11th grade physics curriculum that is
restructured within the scope of contructivist theory, is described as complex and
hard by students. In today’s life-based education theories, learning disabilities are
tried to be eliminated by using different methods and techniques and also many
studies are carried out about how the students can learn more lastingly and
effectively. Among these methods, experiment-aided activities and computeraided
activities can also be used in learning environment.
The aim of this study is to determine the effects of teaching methods
applied by using experiment-aided activities and computer-aided activities on the
students’ academic successes, attitudes to physics course, levels of self-efficacy
and metacognition, academic motivation and levels of conceptual comprehension.
Another aim of this study is to compare the effects of these methods with each
other from the point of those variables. The sample of the research consists of 41
eleventh grade students who study at an anatolian high school in the city centre of
Balıkesir. Data collection tools are physics readiness test, physics attitude scale,
academic motivation scale, self-efficacy and metacognitive learning scale, and
magnetism unit concept test.
Through the data collected by this research, it is emerged that the levels of
attitudes to physics course, academic motivation, self-efficacy and metacognition
of the student group who are instructed with computer-aided activities are not
changed. Additionaly, the academic successes of these students at magnetism unit
are raised and their conceptual comprehension levels are improved. For the other
student group who used experiment-aided activities, it is stated that the students’
attitudes to physics course, their academic motivation, self-efficacy,
metacognition levels, academic successes and levels of conceptual comprehension
are improved. When these two groups are compared, it is seen that the student
point averages of the group who experienced experiment-aided teaching are
higher than the averages of the group who experienced computer-aided teaching.
KEYWORDS: magnetism, computer aided teaching, experiment aided teaching,
physics education, attitude, self-efficacy and metacognition, motivation.
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