@article{article_346915, title={The Effect of Modular Teaching Supported By Reflective Thinking Activities On Students’ Academic Achievement in 5th Graders’ Information Technologies & Software Classes}, journal={Firat University Journal of Social Sciences}, volume={26}, pages={151–162}, year={2016}, DOI={10.18069/firatsbed.346915}, author={Gedikoğlu, Eray and Semerci, Çetin}, keywords={Teaching Module,Reflective Thinking,Information Technology and Software}, abstract={<p> <span lang="en-gb" style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;" xml:lang="en-gb">The
aim of the research is to determine the effect of modular teaching assisted by
reflective thinking activities on the students’ academic achievement in 5th
graders’ information technologies and software classes. Empirical method was
used in the research. The research was carried out by the model ‘pre- test and
post - test control group’. The field of study is consisted of the 5 <sup>th </sup>
grade students studying at </span> <span style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;">Vali
Tevfik Başakar </span> <span lang="en-gb" style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;" xml:lang="en-gb"> Secondary School during
the academic year of 2014-2015. The groups in the study were determined by
group matching method. Experimental and control groups were consisted of 20
students per each. Determining the experimental and control groups, the scores
of students which they got from the pre-test were used. "The word
processing module supported by the reflective thinking activities" was
handed out to the experimental group and modular teaching was applied them. The
course was carried out by traditional method in the control group.
Multiple-choice academic achievement test was used in the study. In terms of
the analysis results obtained, considering the academic achievement of the
experimental group in which the lessons were carried out by the word processing
module supported by the reflective thinking activities (median=4) and the
academic achievement of the control group in which the lessons were carried out
by traditional method (median=1), significant result was obtained in favour of
the experimental group as </span> <span style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;"> (U=68,5, p<0, 05). </span> <span lang="en-us" style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;" xml:lang="en-us"> According to another result obtained by the research,
any statistically significant difference between the post-test and retention
test scores of the students in the experimental group was not observed (z = -1
, 221, p> 0 , 05) . In accordance with this analysis result, the </span> <span lang="en-gb" style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;" xml:lang="en-gb">word processing module supported by the reflective
thinking activities supplied permanent learning. T </span> <span lang="en-us" style="font-size:10pt;line-height:107%;font-family:’Times New Roman’, serif;" xml:lang="en-us">he result of survey, a proposal has been brought that
the modular teaching supported by  </span> <br /> </p>}, number={2}, publisher={Fırat University}