Investigation of the effects of scorm adapted whiteboard movie techniques on students’ success in physics classes

According to the assumption of equal variances, the independent groups t-test technique was used to determine whether there was a significant difference between the pre-tests administered to both experimental and control groups. The results of the t-test are shown in table 2 below.

Table 2. Results of the independent t-test regarding the pre-test means of experimental and control groups.

Groups	Mean difference	t value	df	P
CFL Control-Experimental	-1.792	-1.386	46	0.212
DAL Control-Experimental	0.415	0.404	54	0.688
DK Control-Experimental	-2.808	-1.866	33	0.071

P>0.05

As can be seen in Table 2, there was no statistically significant difference between the pre-tests administered to the control and experimental groups (p>0.05). Therefore, all the control and experimental groups (from all schools) were considered to be equal in terms of background knowledge.

Before starting with the class activities, the subject achievement test was applied as pre-test for the purpose of assessing the students' levels of background knowledge about the topics. During these applications, while the subjects were taught with the traditional method in the control group, the web-based learning technique was used in the experimental group. At the end of the applications, the same test was administered as post-test to understand the students' levels of knowledge. These data obtained from the tests were arranged according to the methods.

The independent groups t-test was applied again to determine whether there was a significant difference between the post-tests administered to both experimental and control groups. The results of the t-test are shown in Table 3 below

Table 3. Results of the independent t-test regarding the post-test means of the experimental and control groups

Groups	Mean Difference	t value	df	P
FL Control-Experimental	-4.208	-3.575	46	0.001^*
ADL Control-Experimental	-4.949	-3.940	54	0.000^*
DK Control-Experimental	-7.290	-6.255	33	0.000^*

As can be seen in Table 3, there was a statistically significant difference between the post-tests administered to the control and experimental groups (p>0.05) in favour of the experimental groups.

The independent groups t-test was applied again to determine whether there was a significant difference between the post-tests mean scores of both combined experimental and control groups. The results of the t-test are shown in table 4 below.

Table 4 Results of the independent t-test regarding the post-test means of the combined experimental and control groups

Groups

Mean Difference

value

Control-Experimental

-4.878

-4.326

137

0.000^*

As can be seen in Table 4, there was a statistically significant difference between the post-tests administered to the control and experimental groups (p>0.05) in favour of the combined experimental groups.

At the end of the applications, the behaviour control lists were prepared for each student in the control and experimental groups in order to determine to what extent each of these students acquired the target gains.

The result of the analysis regarding whether there was a significant difference between the control and experimental groups in terms of getting the target gains are presented in Table 5.

Table 5 Results of Mann Whitney U test applied to find out the extent to which each of these students acquired the target gains

Groups

Row

Mean

Row Total

CFL

Experimental

Control

31.46

17.54

755

421

121

0.001

DAL

Experimental

Control

29.02

27,90

870.50

725.50

374.5

0.799

Experimental

Control

17.50

18.85

385

245

132

0.706

There was a significant difference in terms of getting the target gains in favour of the experimental group in Cumhuriyet Science High School (CFL) (U=121, p<0.05). However, there was no significant difference between the control and experimental groups in Diyarbakır Anatolian High (DAL) and Dicle College (DK) (U=374, 5; U=132, respectively, p>0.05).

The results of Mann Whitney U test demonstrating the extent to which each of the combined control and experimental groups acquired the target gains are shown in Table 6 below.

Table 6 Results of Mann Whitney U test showing the extent to which each of the combined control and experimental groups acquired the target gains

All Schools

Groups

Row

Mean

Row Total

Experimental

Control

77.40

61.07

5882.50

3847.50

1831.5

0.017

According to the Table above, there was no statistically significant difference between the combined experimental and control groups (U=1831,5,p<0.05).

Face-to-face interviews were held with the students in the experimental groups in order to confirm the reliability of the results obtained from the achievement test and from the behaviour control list. For this purpose, 19 volunteering students (8 CFL, 6 DAL and 5 DK) from the experimental groups were directed 4 open-ended questions regarding their views about the materials on the website. During these interviews, some students' views were observed. These views were related to the presence of different problem solving methods, learning the subjects actively, decreasing the anxiety level regarding the lessons, increasing achievement levels at school, availability of repetition opportunities. These views are shown in Table 7 below.

Table 7 Results of the interviews regarding the documents on the website

Student Views	f	%
Different problem solving techniques in WBMs helped me learn.	16	84.21
The documents made me learn the subjects actively and in a more enjoyable way.	7	36.84
Visual explanations of the subjects reduced my anxiety towards the physics course.	12	63.15
Use of various methods in solving the problems increased my achievement and problem solving speed.	15	78.94
Since they provide numerous repetition opportunities, WBMs helped me learn.	8	42.1
I found them very useful since they are visual.	6	31.57
Explanations of the subjects were very shallow, so it did not help me learn.	2	10.52
Different question forms like multiple-choice, fill-in-the blanks, true-false and short answer in tests helped me learn.	11	57.89
The problems that I solved increased my achievement level at school.	6	31.57
I did not like the trial questions. they could have been prepared more challenging.	6	31.57
The trial tests had partial effects on my success.	4	21.05
With the aid of WBMs, I could solve the problems which I had not understood before.	3	15.78
The physics subjects were explained well in the web environment. Since WBMs are well-designed, they helped me understand the concepts.	12	63.15