The effects of the “Predict-Observe-Explain (POE)” strategy on academic achievement, attitude and retention in science learning

Abstract

This paper employed a quasi-experimental design with pretest-posttest control group to investigate the effects of the predict-observe-explain (POE) strategy on fourth grade students' academic achievement, attitudes towards science, and retention. Participants of the study were consisted of 60 students. Experimental ( ) and control groups ( ) were randomly selected. The activities in the intervention group conducted eight weeks and a total of 18 lesson hours were run. The pre-and post-test results of the students in the experimental group and the control group were compared using the t-test for independent groups. The results demonstrated statistically significant differences between the experimental and control groups in terms of both academic achievement and attitudes post-test scores. In addition, a retention test was applied five weeks later than post-test application. The retention test results of the study revealed that the difference between the experimental group and the control group was statistically significant in favor of the experimental group. In conclusion, the results suggest that POE is an effective strategy in increasing the academic achievement and providing positive attitudes towards science.