 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article
11 (Jun., 2008) |
| |
Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article
11 (Jun., 2008) |
Before the application, biology achievement test was given to the experimental group and the control group as a pre-test. The results of the pre-test are that: For the experimental group, the average number of right answers is 14.12; for the control group the average number of right answers is 13.12 (see Table III).
Table III. T-test results of experimental and control group students in the biology achievement test concerning pre-test points
Test Groups N Mean Sd t p Biology Achievement Test Experimental Group 25 14.12 3.05 0.898 .378 Control Group 25 13.12 4.52
As seen in Table III; there was no considerable difference between the experimental group and the control group concerning biology achievement test success (p=.378).
After the application, there was a difference between percentages of the answers that were given by the students in biology achievement test. The BAT correct answer average of the experimental group was 61.6%; while the BAT correct answer average of the control group was 53.6%. A similar difference can be clearely seen in the questions numbered 8, 9, 14, 20, 23, 25.
It was seen in the 8th question, for instance, that there were some errors related with the factors effective in determining the types of amino acid used in accordance with the protein before the protein synthesis. 48% of the control group students and 76% of the experimental group students gave a correct answer to this question. In the 9th question, very few students marked the answer stating that protein types of cells belonging to different tissues of the same person can be different and protein similarities cannot be generalized for all cells. 12% of the control group students and 40% of the experimental group students gave a correct answer to this question. In the 20th question, which was about the ribosome functioning crucially in protein synthesis of all livings, 100% of the experimental group students and 64% of the control group students and marked the answer stating that ribosome can be seen in every living cell. In the 23rd question, which was about the factors providing the difference between protein molecules in primary structure, 12% of the control group students and 44% of the experimental group students gave a correct answer. The students were asked to find out the wrong statement about the characteristics of DNA in the 25th question. Only 28% of the control group students and 64% of the experimental group students found that there are not twice as many DNA in reproductive cells than in the body cells.
After the application, the control group students and the experimental group students were given the Biology Achievement Test again. The correct answer average of the experimental group students was 18.48; while the correct answer average of the control group students was 16.08. “P” value was defined as .762 according to the data acquired by the “t” test (see Table IV). While the “p” value was bigger than .05, there was no such considerable difference between the groups. The experimental group students were advantageous in terms of the high numbers in correct answer averages.
Tablo IV. T-test results of experimental group and control group students in biology achievement test as a post-test.
Test Groups N Mean Sd t p Biology Achievement Test Experimental Group 25 18.48 3.92 2.40 .762 Control Group 25 16.08 6.16
Most of the students had little success in the subject of molecules carrying genetical information before the application; but afterwards, the experimental group made considerable gains because of the educational method. Students gained a lot in terms of understanding the concepts in most of the questions. While the correct answer average of the experimental group in the pre-test of the biology achievement test was 47.06%; after the application, the correct answer percentage rose to 61.60 % and students made gains of 14.54%.
The rise in the success of the experimental group, in terms of the BAT, can be seen here in order of the questions: 32% in the 3rd question, 44% in the 4th question, 52% in the 5th question, 48% in the 7th question, 28% in the 8th question, 36% in the 10th question, 56% in the 12th question, 40% in the 13th question.
Table V. T-test results of experimental group students in biology achievement test as a pre-test and as a post-test.
Test Experimental Group N Mean Sd t p Biology Achievement Test Pre-test 25 14.12 3.05 -2* .000* Post- test 25 18.48 3.92
As seen in Table V; the experimental group of students, on whom the teaching method consisting of concept maps given together with the conceptual change texts was applied, received higher averages from the BAT post-test than the pre-test. While their correct answer average in the pre-test was 14.12; after four weeks of using the teaching method consisting of concept maps and conceptual change texts, their post-test average became 18.48. The “t” test was used to see whether there was a difference between the experimental group students’ grades in the BAT pre-test and final test. As a result of “t” test, “p” value was p< .05, which means there was a considerable difference between pre-test and post-test (p= .000).
This difference showed that the teaching method consisting of concept maps given together with the conceptual change texts positively affected students understanding of the concepts of the subject of molecules carrying genetical information.
The correct answer average of the control group in the biology achievement test as a pre-test was 43.73%; after the application, the correct answer percentage rose to 53.60% and students gained 9.87%. For example, there was an increase in the correct answers of some questions: 20% in the 7th question, 24% in the 10th question, 24% in the 11th question, 28% in the 12th question, 40% in the 13th question, 32% in the 14th question.
Table VI. t-test results of control group students in biology achievement test as a pre-test and as a post-test.
Test Control Group N Mean Sd t p Biology Achievement Test Pre-test 25 13.12 4.52 1.759 .091 Post- test 25 16.08
6.16 As seen in Table VI; the control group students on whom the traditional biology teaching method was applied had a higher average from the BAT post-test than the pre-test. Their correct answer average in the pre-test was 13.12; after the traditional biology teaching method was applied for four weeks, their post-test average became 16.08. The “t” test was used to see whether there was a difference between the control group students’ grades in the BAT pre-test and post-test. In the p< .05 level of “p” value, there wasn’t a considerable difference between pre-test and post-test averages (p= .091).
Copyright (C) 2008 HKIEd APFSLT. Volume 9, Issue 1, Article 11 (Jun., 2008). All Rights Reserved.
