THE EFFECT OF REACT STRATEGY-BASED INSTRUCTION ON 11TH GRADE STUDENTS' ATTITUDES AND MOTIVATIONS | Zendy

Sergün Kaya | Zendy; Şeyda Gül | Zendy

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THE EFFECT OF REACT STRATEGY-BASED INSTRUCTION ON 11TH GRADE STUDENTS' ATTITUDES AND MOTIVATIONS

Author(s) -

Sergün Kaya,

Şeyda Gül

Publication year - 2021

Publication title -

european journal of education studies

Language(s) - English

Resource type - Journals

ISSN - 2501-1111

DOI - 10.46827/ejes.v8i3.3609

Subject(s) - context (archaeology) , descriptive statistics , mathematics education , psychology , test (biology) , scale (ratio) , analysis of covariance , mathematics , statistics , biology , geography , ecology , paleontology , cartography

The aim of this research is to examine the effect of REACT (relating, experiencing, applying, cooperating, transferring) strategy-based instruction on 11th grade students' attitudes towards biology science and biology course and their motivation towards context-based biology. The research was used quasi-experimental method. The sample of the research consisted of 50 students attending to the 11th grade of a randomly determined public school. The 'Biology Science and Course Attitude Scale' and 'Context-Based Biology Motivation Scale' was used as data collection tools. Descriptive statistics (arithmetic mean, standard deviation etc.), independent samples t-tests and ANCOVA analysis were used in the analysis of the data. According to the findings, statistically significant differences emerged in favour of the experimental group between the pre-test and post-test scores obtained from the students' attitude and motivation scales, and these findings were interpreted as the positive effect of REACT strategy-based teaching on these variables. Article visualizations:

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