Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

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dc.contributor.authorCetin, Ali
dc.contributor.authorOzdemir, Omer Faruk
dc.date.accessioned2024-12-24T19:30:53Z
dc.date.available2024-12-24T19:30:53Z
dc.date.issued2018
dc.departmentSiirt Üniversitesi
dc.description.abstractThe purpose of this study is to explore the effects of instructional mode, methods, and interaction between them. In order to achieve this purpose, two two-level-independent variables were defined, teaching modes (blended vs. face-to-face) and teaching methods (expository vs. inquiry). Thus, a 2x2 factorial design was performed with four treatment groups of 314 students. Before and after the treatments, pre-tests and post-tests on achievement in electricity concepts, science process skills, and attitudes toward physics were administered. For the analysis of the data multivariate analysis of covariance were performed. It was found that the effect of blended mode is not dependent upon the teaching methods implemented. Related to the effects of instructional mode; blended instruction is more effective than face-to-face instruction in supporting students' achievement in electricity and science process skills. Additionally, it was found that the expository teaching method is as effective as the inquiry teaching method.
dc.identifier.doi10.29333/ejmste/85217
dc.identifier.endpage1826
dc.identifier.issn1305-8215
dc.identifier.issn1305-8223
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85046697369
dc.identifier.scopusqualityQ1
dc.identifier.startpage1815
dc.identifier.urihttps://doi.org/10.29333/ejmste/85217
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7724
dc.identifier.volume14
dc.identifier.wosWOS:000428052700018
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherModestum Ltd
dc.relation.ispartofEurasia Journal of Mathematics Science and Technology Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectblended learning
dc.subjectinquiry
dc.subjecthigh schools
dc.subjectphysics education
dc.titleMode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics
dc.typeArticle

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