Effect of Web Assisted Education Supported by Six Thinking Hats on Students’ Academic Achievement in Science and Technology Classes

Orhan Ercan, Kadir Bilen


APA 6th edition
Ercan, O., & Bilen, K. (2014). Effect of Web Assisted Education Supported by Six Thinking Hats on Students’ Academic Achievement in Science and Technology Classes. European Journal of Educational Research, 3(1), 9-23. doi:10.12973/eu-jer.3.1.9

Harvard
Ercan O., and Bilen K. 2014 'Effect of Web Assisted Education Supported by Six Thinking Hats on Students’ Academic Achievement in Science and Technology Classes', European Journal of Educational Research , vol. 3, no. 1, pp. 9-23. Available from: http://dx.doi.org/10.12973/eu-jer.3.1.9

Chicago 16th edition
Ercan, Orhan and Bilen, Kadir . "Effect of Web Assisted Education Supported by Six Thinking Hats on Students’ Academic Achievement in Science and Technology Classes". (2014)European Journal of Educational Research 3, no. 1(2014): 9-23. doi:10.12973/eu-jer.3.1.9

Abstract

This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental researchmodel, this study examined the effects of the web-assisted education method supported by six thinking hats technique on student achievement, on students’ attitudes towards science and their attitudes towards the use of computers in science classes. The working group of the study was composed of 7th graders in a state secondary school in the 2013-2014 academic year. A working group consists of two randomly selected classes assigned as the experimental and control groups. The working group comprised of 50 students with 25 experimental and 25 control group students. Paired samples t-test, independent samples t-test and ANOVA techniques were used in analyzing the data collected via data collection tools to compare the experimental and control groups. The results showed that web-assisted education materials prepared with the use of the six thinking hats technique increased student attitudes towards science and computers. Students’ attitudes towards computers were similar based on the variables of owning a computer and gender. Paternal education levels had no significant effects on student attitudes towards computers and their academic achievement.

Keywords: Six thinking hats technique, web-assisted education, achievement, attitude