Meral Aksu

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Abstract A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.

The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus

The purpose of this study was to examine the effects of the educational software Frizbi Mathematics 4 on 4th grade students mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of students from the state primary school in Gazimagusa, North Cyprus were used in this study. The control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students while the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times; at the beginning of the study, immediately after the intervention, and 4 months later. The mathematics attitude scale and computer assisted learning attitude scale were administrated only two times; at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of the treatment group, on the retention tests were attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in North Cyprus is an effective tool.

Student Performance in Dealing With Fractions

Differences in student performance when fractions were presented in the contexts of (a) understanding the meaning of fractions, (b) computations with fractions, and (c) solving word problems involving fractions were investigated. A test on fractions involving three parts, namely, a concept test, an operations test, and a problem-solving test was administered to 155 sixth-grade students. Student performance was highest on the operations test and lowest on the problem-solving test. No differences in performance on four operations were observed when fractions were presented in computations. Addition problems were the simplest to perform in word problems, and multiplication problems were the most difficult. Relationships with previous mathematics achievement and gender were also analyzed.

Does Fulbright Make a Difference? The Turkish Perspective

This article reports on the findings of a research project carried out by a team of faculties at the Middle East Technical University and the Fulbright Education Committee in Turkey. The project aimed to investigate the Fulbright programs professional, personal, and social impacts and its effectiveness from the perspectives of Turkish scholars. Data were collected by mail from 277 Fulbright scholars living in various regions of Turkey. All of the scholars agreed that their Fulbright experience in the United States had had positive effects on their professional, social, and personal lives. Scholars were especially satisfied with the effect on their personal lives. For example, the Fulbright experience broadened their world viewpoint in a flexible and international setting. These results suggest that Fulbright scholars contribute to the development of the country, because many of them hold high-ranking positions that allow them to develop and implement policies in different sectors. For the development of the Fulbright program, it is recommended that continuous follow-up studies be conducted to identify its strengths and weaknesses.

The Use of the Taxonomy of Educational Objectives in Turkey.

Summary Although the introduction of the taxonomy to Turkish education was quite parallel to its development in the United States, it took some time for it to be implemented in practice. In the fields of curriculum development and teacher education, the teaching and the use of the taxonomy were mostly theoretical in nature, whereas in the field of measurement and evaluation more practical applications and concrete examples of its use were observed. In general, it can be concluded that, with a gap of 5 to 10 years, the developments in the use of the taxonomy are followed quite closely in Turkey.