118
G. A¸ sıksoy et al.
13.3.2 Data Collecting Tools
Data were collected from a physics achievement test, science motivational questionnaire, physics attitude questionnaire and class attendance list.
13.3.3 Attendance List
Data about attendance were collected by an attendance list at each lecture, which
was signed by all students who were present. In order to ensure that students did
not sign for their absent friends, the number of attendants indicated by the list was
cross-checked with the total number of students in the class. Each group attended
two classes per week, each lasting 45 min.
13.3.4 The Physics Concept Test Attendance List
The physics concept test was used in order to determine the conceptual knowledge of
students in all of the groups after the implementation process (after 12 weeks). The
physics concept test consists of 34 questions and was prepared using examination
questions from the previous years. Students marks were obtained from the physics
concept test.
13.3.5 Physics Motivation Questionnaire
In order to identify the effect of the applied teaching methods on the motivation of the
students, a SMQ (Science Motivation Questionnaire) developed by Glynn, Taasoobshirazi and Brickman (2016) was used. It consists of 22 items and the reliability
coefficient of the motivation questionnaire was found to be 0.089. In the questionnaire, the minimum points a student could receive was 22, and the maximum was
110. High scores from the scale indicate high motivation towards the physics course.
13.3.6 Physics Attitute Questionnaire
To identify the effect of the related teaching methods on the attitudes of the students
towards physics, a physics attitude questionnaire was used. It was developed by
Pehlivan and Köseoglu (2011) consisted of 30 items. The reliability coefficient of
the questionnaire was found to be 0.96. In the questionnaire, the minimum points a
student could receive was 30 and the maximum was 150. High scores from the scale
indicate a positive attitude towards the physics course.
G. A¸ sıksoy et al.
13.3.2 Data Collecting Tools
Data were collected from a physics achievement test, science motivational questionnaire, physics attitude questionnaire and class attendance list.
13.3.3 Attendance List
Data about attendance were collected by an attendance list at each lecture, which
was signed by all students who were present. In order to ensure that students did
not sign for their absent friends, the number of attendants indicated by the list was
cross-checked with the total number of students in the class. Each group attended
two classes per week, each lasting 45 min.
13.3.4 The Physics Concept Test Attendance List
The physics concept test was used in order to determine the conceptual knowledge of
students in all of the groups after the implementation process (after 12 weeks). The
physics concept test consists of 34 questions and was prepared using examination
questions from the previous years. Students marks were obtained from the physics
concept test.
13.3.5 Physics Motivation Questionnaire
In order to identify the effect of the applied teaching methods on the motivation of the
students, a SMQ (Science Motivation Questionnaire) developed by Glynn, Taasoobshirazi and Brickman (2016) was used. It consists of 22 items and the reliability
coefficient of the motivation questionnaire was found to be 0.089. In the questionnaire, the minimum points a student could receive was 22, and the maximum was
110. High scores from the scale indicate high motivation towards the physics course.
13.3.6 Physics Attitute Questionnaire
To identify the effect of the related teaching methods on the attitudes of the students
towards physics, a physics attitude questionnaire was used. It was developed by
Pehlivan and Köseoglu (2011) consisted of 30 items. The reliability coefficient of
the questionnaire was found to be 0.96. In the questionnaire, the minimum points a
student could receive was 30 and the maximum was 150. High scores from the scale
indicate a positive attitude towards the physics course.