Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: Zeynep Burcu PEDER ALAGÖZ
Supervisor: MAHMUT SELVİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The aim of this research is to investigate the effects of the mobile augmented reality applications on secondary school 7th grade students’ anxiety towards science and their academic achievements. By using the mobile augmented reality applications (MAG) in the unit “Pure Substances and Mixtures”, the application’s effects on the variables of the learning anxiety towards science and academic achievements were demonstrated. The working group of the research consists of 44 7th grade students receiving education in a secondary school in Ankara (The number of the students in the experimental group: 22, the number of the students in the control group: 22). The research was conducted as part of the 7th grade science lessons in the fall semester of 2018-2019 academic year. Quasi-experimental design with pretest-posttest control group, which is one of the quantitative research methods, was used in the research. After the application, semi-structured interviews were conducted with 10 students in the experimental group and students’ opinions about the application were taken. The subjects were taught to the control group in line with the teaching methods included in the curriculum. In addition to the methods and techniques applied to the control group, the materials prepared with Hp Reveal (Aurasma) - mobile augmented application (MAG) - were used in the experimental group. All the materials including the technology of the augmented reality were prepared by the researcher. In both groups, the subjects were taught by the researcher. The research was conducted for 4 weeks, 4 class hour per week. The data of the research were obtained from “Academic Achievement Test”, “Science Learning Anxiety Scale and “Semi-structured interviews conducted with the students in the experimental group’’. The quantitative data obtained during the study were analyzed with SPSS 22 package program. Prior to the viii application, a pilot program was implemented for the validity and reliability analysis of the achievement test developed by the researcher. The 37 questions included in the pilot test were answered by 214, 8th grade students in total; 114 of which were the students in the school where the actual test was going to be done in the fall semester of 2018-2019 academic year, and 100 of which were the students in an another school in the same educational area. As a result of the reliability and item analysis of the achievement test, 7 out of 37 items were eliminated from the test, considering the content validity, item discrimination index and item difficulty index. The Cronbach’s Alpha value of the test was found as 0,782. Independent samples t-test (unrelated t-test) was used to determine whether the difference between the average of two separate sample group is statistically significant. By statistically controlling other variables (confounding variables) having a relation with dependent, ANCOVA (Analysis of Covariance) was used with the aim of testing the research hypothesis. Prior to the application of the independent samples t-test and ANCOVA analysis, in addition to coefficient of skewness and kurtosis, Shapiro-Wilk test was used to test normality. “The Academic Achievement Test” and “Science Learning Anxiety Scale” were used in the experimental and control groups as pre-test and post-test. Independent sample t-test analysis was performed to determine if there was statistically significant difference in the academic achievement and anxiety towards science between the experimental and control groups. The result of the t-test demonstrated that prior to the application, the experimental and control groups were equal in terms of their academic achievement and science learning anxiety. According to the results of ANCOVA, when pre-test scores were statistically controlled, statistically significant difference was found between the post-test score averages of the academic achievement test of the students in the experimental and control groups, and the effect size was found as 0,49; thus it was seen that the application was effective on increasing the level of academic achievement. However, MAG application did not cause a statistically significant difference on the anxiety towards science in the experimental and control groups, which means that it did not play an important role. After the study, students’ opinions were taken and they stated that most of them had never used MAG application before, and they felt happy and excited while using the application. The students also stated that using MAG application during the lesson has many advantages such as facilitating learning, embodying the subject, increasing the focus, fostering the curiosity and promoting the interest in the lesson, leading learning with fun