Effect of Learning Cycle Approach-based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

Abstract

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4 th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different classes in a state school in the province of Kastamonu, in 2015-2016 academic years fall term. Classes were assigned randomly as experimental group (N=33) and control group (N=32). Lessons were conducted based on learning cycle approach in experimental group. In control group, lessons were conducted based on teacher centered method. Data were collected through achievement test, attitude and motivation scales. For analyze the data, one-way ANOVA and independent t-test were used to compare the groups' scores. According to research results, it was found that a significant difference between experimental and control groups' academic achievement test and motivation scale post-tests scores, in favor of experimental group. Additionally, it was identified that the difference between retention test scores were also significant statistically in favor of experimental group. Yet, it was reached that the difference between attitude scale scores of experimental and control group were not significant statistically.