The Assessment of Multiple Writing Activities in Teaching the "Ecosystem Ecology" Subjects

Volume 6 Issue 3 (July 2021)
Bülent KARAÇAR Namudar İzzet KURBANOĞLU
Pages: 275-282 Download Count : 593 View Count: 624 DOI Number 10.24331/ ijere.929401 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


In this study, the effect of multiple writing activities in teaching "Ecosystem Ecology" subjects on the academic achievements of students was analyzed. The study was conducted in a high school in the Kaynarca district of the Sakarya province in the second term of the 2018-2019 academic years. The sample of the study consists of 48 students studying in the 10th grade. 48 students, which formed the sample, randomly formed Experiment 1 and Experiment 2 groups. While the Experiment 1 group was taught the "Ecosystem Ecology" subjects with traditional teaching methods (direct instruction-catechize), the Experiment 2 group was taught with multiple writing activities. The study is a quantitative research and the data were collected by using pretest-posttest with a quasi-experimental control group. The "Ecosystem Ecology" success testthat was developed by the researcher was applied as the pre-test and post-test in the study as the data collection tool. The obtained data were analyzed by using the SPSS 20 statistical program with Mann Whitney-U Test" and "Wilcoxon Sign Rank Test". Analysis results showed that compared to the traditional teaching method, teaching “Ecosystem Ecology" subjects by using multiple writing activities positively affected the student's success.

Keywords

  • Academic achievement
  • biology education
  • ecosystem ecology
  • multiple writing activities
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