The Effect of the Enriched Book (E-Book) Supported Instructions on the Students' Academic Success and Attitude to Physics

Year 2022, , 275 - 288, 31.12.2022

Zeliha Bağçeci , Özgen Korkmaz

https://doi.org/10.51535/tell.1206026

Abstract

This research was carried out to determine the effect of enriched book (z-book) supported instruction on students' academic success towards the pressure unit and their attitudes towards physics. In the research, a quasi-experimental research design with pre-test post-test control group was used. The research was applied to 42 students in two branches of the 10th grade students studying at Vocational and Technical Anatolian High School in the Suluova district of Amasya province in the 2021-2022 academic year. In the research, a physics achievement test consisting of 20 questions, the validity and reliability of which was tested with a pilot application, was used. In the process, the pressure unit was explained to the experimental group students by using Z-book supported teaching. Subject gains were given to the control group by using the current curriculum. At the end of the process, it was analyzed whether there was a significant difference in the academic achievements and attitudes of the students in the experimental group towards the physics course. According to the results of the analysis, it was determined that the academic achievement of the students was significantly different from the students in the experimental group who received e-book supported education from the students in the control group who received traditional lectures. It was concluded that there was no significant change in the attitudes of the students towards the Physics course in both groups

Keywords

E-Book, Physics Education, Achievement, Attitude

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