 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 13, Issue 2, Article 8 (Dec., 2012) |
Table I. t-Test Results Regarding the Difference between the Pretest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Knowledge Group
N
x̄
SS
Sd
t
p
Experimental
39
11.44
1.85
73
-1.11
0.27
Control
36
10.98
1.78
p<0.05
When Table 1 is examined, it is seen that there was no statistically significant difference between the pretest scores of the experimental and control groups with respect to the dimension of environmental knowledge. It could be stated that before the experimental process, the mean scores of the experimental and control groups were similar in terms of the dimension of environmental knowledge.
Table II. t-Test Results Regarding the Difference between the Posttest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Knowledge Group
N
x̄
SS
Sd
t
p
Experimental
39
14.26
1.69
73
-3.86
0.00*
Control
36
11.73
3.50
p<0.05
When Table 2 is examined, it is seen that there was a significant difference between the posttest mean scores of the experimental and control groups in favor of the experimental group with respect to the dimension of environmental knowledge. At the end of the applications, it was found out that the experimental group students, who were taught the lessons with the animation-supported project-based instruction method, were more successful than the control group students, who were taught with traditional methods.
Table III. t-Test Results Regarding the Difference between the Pretest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Attitude Group
N
x̄
SS
Sd
t
p
Experimental
39
62.74
7.15
73
-0.45
0.65
Control
36
61.71
12.32
p<0.05
The results presented in Table 3 revealed no statistically significant difference between the pretest mean scores of the experimental and control groups with respect to the dimension of environmental attitude. Before the applications, both groups were found similar in terms of the dimension of environmental attitude.
Table IV. t-Test Results Regarding the Difference between the Posttest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Attitude Group
N
x̄
SS
Sd
t
p
Experimental
39
60.68
12.78
73
-0.40
0.69
Control
36
59.50
12.70
p<0.05
When Table 4 is examined, it is seen that there was no statistically significant difference between the posttest mean scores of the experimental and control groups with respect to the dimension of environmental attitude. However, the mean scores revealed that the experimental group students had higher mean scores for the dimension of environmental attitude than the control group students.
Table V. t-Test Results Regarding the Difference between the Pretest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Behavior Group
N
x̄
SS
Sd
t
p
Experimental
39
1.89
0.28
73
0.12
0.91
Control
36
1.90
0.30
p<0.05
According to Table 5, there was no statistically significant difference between the pretest mean scores of the experimental and control groups in terms of the dimension of environmental behavior. Before the applications, it was found out that the experimental and control group students had similar mean scores for the dimension of environmental behavior.
Table VI. t-Test Results Regarding the Difference between the Posttest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Behavior Group
N
x̄
SS
Sd
t
p
Experimental
39
2.09
0.31
73
-1.37
0.17
Control
36
2.00
0.26
p<0.05
When Table 6 is examined, it is seen that there was no statistically significant difference between the posttest mean scores of the experimental and control groups with respect to the dimension of environmental behavior. However, it was found out that the experimental group students had higher mean scores for the dimension of environmental behavior than the control group students.
Table VII. t-Test Results Regarding the Difference between the Pretest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Perception Group
N
x̄
SS
Sd
t
p
Experimental
39
3.32
0.63
73
0.72
0.48
Control
36
3.55
0.86
p<0.05
According to the results presented in Table 7, no statistically significant difference was found between the pretest mean scores of the experimental and control groups in terms of the dimension of environmental perception. Before the applications, the two groups were found similar with respect to the dimension of environmental perception.
Table VIII. t-Test Results Regarding the Difference between the Posttest Mean Scores of the Experimental and Control Groups in Terms of the Dimension of Environmental Perception Group
N
x̄
SS
Sd
t
p
Experimental
39
3.54
0.78
73
-1.35
0.18
Control
36
3.32
0.64
p<0.05
When Table 8 is examined, it is seen that there was no statistically significant difference between the posttest mean scores of the experimental and control groups with respect to the dimension of environmental perception. However, it was found out that the experimental group students had higher mean scores for the dimension of environmental perception than the control group students.
Table IX. t-Test Results Regarding the Difference between the Self-Efficacy Pretest Mean Scores of the Experimental and Control Groups Group
N
x̄
SS
Sd
t
p
Experimental
39
3.12
0.46
73
0.97
0.33
Control
36
3.23
0.44
p<0.05
The results presented in Table 9 revealed no statistically significant difference between the pretest mean scores of the experimental and control groups. This result demonstrated that before the experimental study, both groups had similar mean scores regarding their self-efficacy perceptions of environmental education. It was found out that the control group students had higher pretest mean scores regarding self-efficacy perceptions of environmental education than the experimental group students.
Table X. t-Test Results Regarding the Difference between the Self-Efficacy Posttest Mean Scores of the Experimental and Control Groups Group
N
x̄
SS
Sd
t
p
Experimental
39
3.42
0.55
73
-1.81
0.07
Control
36
3.21
0.43
p<0.05
According to Table 10, there was no statistically significant difference between the posttest mean scores of the experimental and control groups. However, it was found out that the experimental group students, who were taught with the project-based instruction method supported with computer animations, had higher mean scores than the control group students, who were taught with traditional instruction methods.
