Programmed instruction versus meaningful learning theory in teaching basic structured query language (SQL) in computer lesson

EFENDİOĞLU A., Yelken T. Y.

COMPUTERS & EDUCATION, cilt.55, sa.3, ss.1287-1299, 2010 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 3
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1016/j.compedu.2010.05.026
  • Dergi Adı: COMPUTERS & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.1287-1299
  • Çukurova Üniversitesi Adresli: Evet

Özet

The purpose of this study was to investigate the effects of two different methods on primary school teacher candidates' academic achievements and attitudes toward computer-based education, and to define their views on these methods. Both the first experimental group, programmed instruction (PI), and the second experimental group, meaningful learning (ML). included 36 students separately. While a significant difference was found between the groups regarding academic achievements, no significant difference was found between the groups' attitude scores. There was no significant difference between the academic achievements of the students according to their genders in both groups. In addition, while there was no significant difference between the pre-test and post-test attitudes of students in the PI group, a significant difference was determined in the ML group. Generally, in the PI group, students considered the method effective but boring. Besides, students in the ML group had positive views on the method. (C) 2010 Elsevier Ltd. All rights reserved.

The purpose of this study was to investigate the effects of two different methods on primary school teacher candidates' academic achievements and attitudes toward computer-based education, and to define their views on these methods. Both the first experimental group, programmed instruction (PI), and the second experimental group, meaningful learning (ML). included 36 students separately. While a significant difference was found between the groups regarding academic achievements, no significant difference was found between the groups' attitude scores. There was no significant difference between the academic achievements of the students according to their genders in both groups. In addition, while there was no significant difference between the pre-test and post-test attitudes of students in the PI group, a significant difference was determined in the ML group. Generally, in the PI group, students considered the method effective but boring. Besides, students in the ML group had positive views on the method. (C) 2010 Elsevier Ltd. All rights reserved.