THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS

Year 2021, Volume: 6 Issue: 3, 275 - 282, 01.07.2021

Bülent Karaçar İzzet Kurbanoglu

https://doi.org/10.24331/ijere.929401

Cited By: 1

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 year. 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 classic-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 test that 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 classic-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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