Do the learner-centered approaches increase academic performance? Effect of the layered curriculum on students’ academic achievement in English lesson

Basit Öğe Kaydı
dc.authorid0000-0003-3385-5841en_US
dc.authorid0000-0003-1676-7444en_US
dc.contributor.authorÜzüm, Burhan
dc.contributor.authorPesen, Ata
dc.date.accessioned2020-06-18T12:44:32Z
dc.date.available2020-06-18T12:44:32Z
dc.date.issued2019en_US
dc.departmentSosyal Bilimler Meslek Yüksekokuluen_US
dc.description.abstractThis study was conducted to demonstrate the effect of the layered curriculum on the academic achievement of the 9th grade students in English lesson. Based on quantitative research method, pretest-posttest matched with control group pattern, one of the quasi-experimental designs, was used in the study. The study group consisted of 67 ninth grade students in Atatürk Anatolian High School, in the city center of Siirt, during 2016-2017 academic year. The applications to be conducted within the scope of the layered curriculum were prepared according to the unit- Seven Wonders. After the unit, in which the activities of the layered currciulum were going to be carried out, was determined, an academic achievement test based on the learning outcomes of the unit was formed. After carrying out the reliability and validity procedures, the academic achievement test was conducted to the experimental and control groups as pretest and posttest. Following the pretest, the students in the experimental group did the activities having been prepared according to the layered curriculum for 6 weeks. The students in the control group, on the other hand, did the activities in their textbooks. At the end of the experimental process, both the experimental and the control group were required to take the academic achievement test as posttest.en_US
dc.identifier.citationÜzüm, B., & Pesen, A. (2019). Do the Learner-centered Approaches Increase Academic Performance? Effect of the Layered Curriculum on Students’ Academic Achievement in English Lesson. International Journal of Instruction, 12(1), 1585-1608. doi:10.29333/iji.2019.121101aen_US
dc.identifier.doi10.29333/iji.2019.121101a
dc.identifier.endpage1608en_US
dc.identifier.issn1308-1470
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85059695457
dc.identifier.scopusqualityN/A
dc.identifier.startpage1585en_US
dc.identifier.urihttp://www.e-iji.net/dosyalar/iji_2019_1_101.pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12604/2688
dc.identifier.volume12en_US
dc.identifier.wosWOS:000454944200102
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherInternational Journal of Instructionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Başka Kurum Yazarıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKG_20241224
dc.subjectLayered curriculumen_US
dc.subjectAcademic achievementen_US
dc.subjectEnglishen_US
dc.subjectLearner-centered approachen_US
dc.subjectEnglish lessonen_US
dc.titleDo the learner-centered approaches increase academic performance? Effect of the layered curriculum on students’ academic achievement in English lessonen_US
dc.typeArticleen_US

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