Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: Sevim Aydın
Supervisor: ERHAN ŞENGEL
Abstract:The effect of technology in educational curricula is gaining importance in the changing and developing education systems. Today, Scratch and other instructional technologies are being integrated into educational curricula as it provides many gains to students and facilitates learning by addressing multiple sensory organs. In this study, the effect of algorithm teaching on the success of using Scratch compared to the traditional method was investigated, students were observed in detail and their opinions were consulted. Mixed model was used in the research, quantitative and qualitative data were collected, analyzed and interpreted. Since the total process of qualitative and quantitative data was applied simultaneously, the design of the study was determined as paralel convergent parallel pattern.. Experimental and control groups were randomly formed from two existing classes. There were 14 students in the control group and 19 students in the experimental group. The achievement test was developed by the researcher and the scope validity was performed by an expert. The success test was applied to 103 people and alpha coefficient was found to be 0.78 after reliability analysis. Achievement test was applied as pre-test and post-test. Both groups were given pre-test, three-week training and post-test. In the experimental group, the sample questions were solved by Scratch algorithm, while in the control group the same sample questions were solved in the conventional way. The quantitative research was supported by qualitative data and a semi-structured interview was conducted with the participants. The qualitative data obtained in this interview were grouped and significant findings were viii obtained. Application observation form was created for the experimental group students in order to examine the applications made with Scratch in depth. As a result of the quantitative research, it has been found that the use of Scratch in algorithm teaching has no statistically significant effect on student achievement compared to traditional teaching method. However, it was seen that both teaching methods increased student achievement and the average of students in the experimental group was higher than the control group.