The Effects of Affective Awareness–Based Instruction on Academic Achievement and Attitudes Towards Teaching Profession

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The Effects of Affective Awareness–Based Instruction on Academic Achievement and Attitudes Towards Teaching Profession

Journal Title: Eğitim Kuram ve Uygulama Araştırmaları Dergisi - Year 2017, Vol 3, Issue 3

Abstract

This study aims to reveal the effects of usage of affective awareness in learning-teaching process on academic achievement and attitudes towards teaching profession. The present research was done with the participation of 62 students studying at Muğla Sıtkı Koçman University, Faculty of Education, Department of Primary School Education at 2010-2011 academic year. This research was designed as pre-test post-test experimental research design of real testing models with control group. The experimental process of research was planned and applied as “affective awareness-based instruction” to experimental group and as “current strategies, methods and techniques-based instruction” to control group. The data of the research were collected with academic achievement test and attitude scale towards teaching profession and researcher’s check list. All data collection tools were applied as pre-test before experimental applications and as post-test after experimental applications. In accordance with the aims of the study, it was investigated that whether there are any significant differences between experimental group and control group on academic achievement and attitudes towards teaching profession. Data which were collected with academic achievement test (pre-test and post-test) and attitude scale towards teaching profession (pre-test and post-test) were analyzed with SPSS program. To analyze data, independent samples t-test, ANCOVA and Bonferroni analysis were used. According to the findings, significant differences on pre-test academic achievement were not found between groups (p=.708). Pre-test academic achievement scores of groups were found as equivalent. Significant differences on post-test academic achievement was found between groups (p=.000). Post-test academic achievement scores of groups were differentiated on behalf of experimental group. In other words, during the experimental process, it was found that the learners who were given affective awareness-based instruction (experimental group) were more successful than the learners who were given current strategies, methods and techniques-based instruction (control group). Significant difference was found between the scores of pre-attitude scale towards teaching profession of groups (p=.000). Upon examining the pre-attitude scores, it was defined that the attitudes of learners in the control group towards teaching profession were much more positive. Covariance analysis results were corrected according to pre-attitude scores and grouping main effect of post-attitude scores towards teaching profession was found as significant (F(1-59)=.10.85 p=.002). According to common-effect results of ANCOVA analysis of groups’ post-attitude score means, significant difference was found on behalf of learners who were given affective awareness-based instruction (experimental group). In other words, when attitudes towards teaching profession are mentioned, attitudes towards teaching profession of learners who were given affective awareness-based instruction (experimental group) changed much more positively than attitudes towards teaching profession of learners who were given current strategies, methods and techniques-based instruction (control group).

Authors and Affiliations

Ali YAKAR, Bilal DUMAN

Keywords

EP ID EP245101
DOI -
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