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THE INVESTIGATION OF THE EFFECT OF COMPUTER AND TECHNOLOGY
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received through other methods, problem solving, doing researches are called "computer assisted education". It is possible to develop various types of materials that address to more sense organs if technology is used, therefore one of the major contributions of technology for education is about preparing course materials (Sönmez, 2003).
On the other hand, Hannafin and Peck (1989) defines computer assisted teaching as transmitting educational contents or activities to the student via computer. Computer incorporates into teaching process not as an alternative to teacher but a supplementary and strengthening tool to the system. In science literature, there are studies already done with respect to influence of computer and technology assisted teaching on students' success and behavior (Öz, 2002; Çepni, Taş & Köse, 2006; Olgun, 2006; London, 2005; Wilder, 2006; Kahraman, 2007).
When it comes to contents, espacially science courses are convenient for applications of computer assisted teaching, This is because, scientific concepts and principles are mainly contained in these courses and appropriate teaching techniques may be utilized as visuals during development stage of course softwares. Also, computer assisted teaching is effective in terms of gathering attention especially during science courses, when compared to other techniques, as findings suggest (Hounshell & Hill, 1989). It has been identified that students in the experimental group, to whom computer assisted teaching was applied during Kahvecioğlu's (2007) visual arts course, became academically more successful compared to students in the control group, to whom conventional teaching method was applied. According to Cüez (2006), for 8th graders, e-enabled science teaching is effective comparing to the conventional method. Demirer (2006) concluded in her study applied to the secondary students that computer assisted science teaching is effective over conventional method in terms of acquisition, permanence and student's success.
Permanence of the information learned plays a fundamental role for students' academic success (Tatar, 2006). We should prefer information that may be used in daily lives and will be remembered for a long period of time rather than information to be immediately forgotten or memorized only (Yaman, 2003). Aim of this research is to determine impact of computer and technology assisted teaching on students' acquisitions and permanence of information, in the course of teaching "ENERGY" subject to the 9th graders.
METHOD Study Model
This research, examining the influence of "computer and technology assisted teaching" on determining 9th graders' academic levels in reference to "energy" topic and enhancing these levels, is a quasi-experimental research based on the "Control Group Pre-test and Post-test Design".
Study Group
Study group of this research includes 9th grader students of 90, from 4 different classes by the same teacher who taught during 2013-2014 educational year in Ankara, in a public school affiliated to the Ministry of National Education. In this study, a computer and technology assisted teaching program has been applied to the experimental group. This application lasted for four weeks and 12 courses. 15 open-ended questions, developed for the first time and tested against validity and reliability by the researchers, were asked to the experimental and control groups. At the end of this application, two classes with the lowest and the highest average points were designated as control group, while the other two classes with intermediate average points have been designated as the study group, thus forming two groups with equal average points. After four weeks following the process, the post-test was applied. And after four weeks following the post-test, the same 15 open-ended questions were applied; results didn't change. A and B classes of the experimental group included 43 students, while C and D classes of the control group included 47.
Data Collection Tool
In this study where impact of computer and technology assisted teaching application on teaching the topic of energy to the 9th graders, 15 open-ended questions developed by the researches has been used as the data collection tool. Before preparing these questions, energy section included in the reference book of the course was examined, and a form including 25 questions was created. This form of questions was reviewed by 3 professors and 1 teacher, before the final version. Each question is 10 points.
Analysis of Data
Descriptive statistical techniques like arithmetic mean, standard deviation, frequency and percentage were used for analysis of data, Mann Whitney's U-test was used for testing significance of differences between pre-test and post-test points of the control and experimental groups, and Wilcoxon signed-rank test was used for testing relationships between dependent variables. Significance level of the research was decided as 0.05.
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FINDINGS
Exclusively, impact and permanence of computer and technology assisted teaching application on teaching energy topic to the 9th graders were identified in this section. In Table 1, data in relation to the pre-test, post-test and permanence of experimental and control groups.
Table 1: Experimental and Control Groups Test Results
Experimental Group Control Group
x
Standard Deviationx
Standard DeviationPre-test 42.58 19.82 42.85 18.79
Post-test 123.16 12.07 97.85 20.12
Permanence Test 117.79 12.91 87.49 21.52
Based on results of analysis, for experimental and control groups, pre-test averages are closer, while post-test and permanence averages differ. Statistical analysis of these identified differences are shown in Table 2.
Table 2: Comparison of Pre-test Results of Experimental and Control Groups
Research Groups N Mean Rank Mann-
Whitney U Z p
Pre-test
Experimental
Group 43 45.28
1001.000 -,077 ,939
Control Group 47 45.70
Significance of difference between average points of pre-test of experimental and control groups was analyzed, and the difference identified in the pre-test was found to be statistically insignificant (p>0.05).
Table 2.1 Comparison of Post-test Results of Experimental and Control Groups
Research Groups N Mean Rank Mann-
Whitney U Z p
Post-test
Experimental
Group 43 62.05
299.000 -5.756 0.000
Control Group 47 30.36
Based on the comparison of analysis results, a statistically significant difference was found between the experimental and control groups (p<0,05). It can be construed from this finding that computer and technology assisted education is more effective compared to the conventional education method, considering students' academic success.
Table 2.2 Comparison of Pre-test and Post-test of Experimental Group
N Mean Rank Z p
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Pre-test*Post-test
Negative Rank 43 22
-5.712 0.000
Positive Rank 0 0
Even 0
According to Wilcoxon sign-rank test carried out to examine the difference brought by the education system applied, there is a statistically significant difference between pre-test and post-test averages of the experimental group. This difference is in support of the post-test, and this proves that education system applied to the experimental group is effective.
Table 3: Comparison of Experimental and Control Groups in Permanence Test
Research Groups N Mean Rank Mann-
Whitney U Z p
Permanence
Experimental
Group 43 63.36
242.500 -6.212 0.000
Control Group 47 29.16
For the comparison of permanence test results between experimental and control group, difference between two study groups has been found to be statistically significant (p<0,05). When it comes to mean rank of the control group, value is found to be higher. Briefly, permanence test average of the experimental group is higher than the control group, and since this difference is significant, it can be interpreted that, on statistical permanence basis, computer and technology assisted education helps students keep information in mind for a much longer period.
Pre-test and post-test data belonging to each class of experimental and control groups are presented in Table 4.
Table 4: Averages of Pre-test and Post-test by Classes
Experimental Group Control Group
Class A Class B Class C Class D
X SD X SD X SD X SD
Pre-test 37.45 18.68 47.95 19.97 33.50 11.20 51.08 20.40
Post-test 116.45 11.27 130.19 8.44 79.55 10.92 113.96 9.68
Permanence
Test 111.36 11.70 124.52 10.65 69.36 12.22 103.44 13.81
If Table 4 is examined, it can be understood that post-test mean points of experimental and control groups are higher than the pre-test mean points. Yet, academic success is improved better in classes included in the experimental group rather than control group. When increases in pre-test and post-test averages of classes A and C (the lowest mean points) of the experimental and control groups are analyzed, the academic success increase of class A in the experimental group is found %210,95, while class C in the control group is %137,46.
CONCLUSIONS
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As a conclusion, while teaching "Energy" topic, a significant difference has been determined in terms of post-test academic success results between the students of experimental group, to whom computer assisted teaching method was applied and those in the case of conventional teaching methods. This difference has been identified in support of the students in the experimental group, to whom computer assisted teaching method was applied. In other words, academic success results from the post-test of the students of experimental group who received computer assisted education is higher, compared to the students of control group who received conventional education. Based on these results, while teaching science, computer assisted teching method is more effective than the conventional teaching method, as may be inferred from students' increased academic results.
It may be seen from the relevant literature that computer assisted teaching is effective on students' success. This result is confirmed through a number of researches of various fields and levels, in Turkey and foreign countries (Yenice, 2003; Hançer, 2007; Akçay, Aydoğdu, Şensoy & Yıldırım, 2005; Pektaş, Solak & Türkmen, 2006; Yiğit
&Akdeniz, 2003; Çepni, Taş & Köse, 2006; Reed, (1986) ; McCoy, 1991; Traynor, 2003; Dockery, 2006; Liao, 2007). From these researches, it has been understood that using computers for educational purposes significantly increase success rates, while teaching science. These results prove the results of this research.
RECOMMENDATIONS
Especially while teaching science topics, using computer assisted teaching method will help students materialize abstract concepts and provide meaningful learning, and will give chance to apply and consolidate what they've learned. The more sense organs students use, the more effective and permanent the learning will be. For this reason, teachers should utilize teaching methods and tools for their students and ensure that teaching focuses on as many sense organs as possible (Akçay vd.).
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