THE EFFECT OF REACT STRATEGY-BASED INSTRUCTION ON 11TH GRADE STUDENTS' ATTITUDES AND MOTIVATIONS

Sergün Kaya, Şeyda Gül

Abstract


The aim of this research is to examine the effect of REACT (relating, experiencing, applying, cooperating, transferring) strategy-based instruction on 11th grade students' attitudes towards biology science and biology course and their motivation towards context-based biology. The research was used quasi-experimental method. The sample of the research consisted of 50 students attending to the 11th grade of a randomly determined public school. The 'Biology Science and Course Attitude Scale' and 'Context-Based Biology Motivation Scale' was used as data collection tools. Descriptive statistics (arithmetic mean, standard deviation etc.), independent samples t-tests and ANCOVA analysis were used in the analysis of the data. According to the findings, statistically significant differences emerged in favour of the experimental group between the pre-test and post-test scores obtained from the students' attitude and motivation scales, and these findings were interpreted as the positive effect of REACT strategy-based teaching on these variables.

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attitude; biology lecture; motivation; REACT strategy

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DOI: http://dx.doi.org/10.46827/ejes.v8i3.3609

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