| Yazarlar (2) |
Dr. Öğr. Üyesi Mustafa ERDEMİR
Kastamonu Üniversitesi, Türkiye |
Şebnem Kandil İngeç
|
| Özet |
| This study aims to determine the influence of distance asynchronous teaching of Physics-I topics via intelligent tutoring systems (ITSs) on academic achievement and permanence. A Web-based learning environment was created by use of an ITS called "Turkish Intelligent Tutoring System" (TURKZOS) for such Physics-I units as work, energy, and conservation of energy. The experimental group of the study consisted of 26 students who had computer and Internet access and participated in the study voluntarily. The achievement test developed by the researchers was used for collecting data. This test was conducted as pre-test and post-test before and after the experimental procedure respectively. The same test was administered to measure permanence 45 days later following the performance of the post-test. The obtained data were analyzed via paired t-test. Mean pre-test score was found to be 23.88, and mean post-test score was found to be 73.80. Mean permanence test, on the other hand, |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | US-China Education Review |
| Dergi ISSN | 2161-623X |
| Dergi Tarandığı Indeksler | Journals Indexed in Eric |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2015 |
| Cilt No | 5 |
| Sayı | 1 |
| Sayfalar | 13 / 25 |
| Doi Numarası | 10.17265/2161-623X/2015.01.002 |
| Makale Linki | https://www.davidpublisher.com/index.php/Home/Article/index?id=330.html |
| Atıf Sayıları | |
| Google Scholar | 10 |
| Google Scholar | 8 |
