Investigating the Effect of The Use of Web 2.0 Tools in 7th Grade on Students’ Academic Achievements and Their Self-Directed Learning With Technology Levels

Keywords: Web 2.0 tools, self-directed learning with technology, interaction of light with matter, quasi-experimental design

Abstract

The aim of this study is to investigate the effect of course activities carried out using web 2.0 tools in the “Interaction of Light with Matter” unit in the Science Course on the academic achievements and self-directed learning levels of 7th grade students. For this purpose, the model of the research was determined as a pretest-posttest control group quasi-experimental design. As the data collection tool, the Academic Achievement Test for the Interaction of Light with Matter developed by the researcher and the Self-Directed Learning with Technology Scale for Young Students were used. In the analysis of the data, According to the findings obtained from the research, it was determined that the lesson activities prepared using web 2.0 tools positively changed the academic achievement of the students in the experimental and control groups and their self-learning levels with technology. It can be said that the significant difference between the academic achievement posttest scores of the experimental and control groups is due to the higher effect level of the activities performed in the experimental group on achievement. It was determined that gender did not have a significant effect on the academic achievement and self-learning levels of the students in groups.

Published
2021-09-28