An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience

Melih Elcin; Barıs Sezer

doi:10.12973/eurasia.2014.1171a

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Melih Elcin ¹, Barıs Sezer ¹ ^*

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¹ Hacettepe University, TURKEY^* Corresponding Author

Abstract

The purpose of this study was to investigate the impact of anchored instruction on the students in secondary school math studies classrooms. This study adopted a quasi-experimental design. This research involved both quantitative and qualitative methods to investigate the effects of anchored instruction on students’ academical achievement, permanence and perceptions about anchored instruction method. Tests used were; before performing the unit pre-test, after completing the unit post-test and to determine the permanence of the information that has been learned permanence-test. Overall, the findings suggest that the students in the experimental group were more successful than students who were taught traditional method in control group. In addition, content analysis results showed that this method was fun and effective for learning.

Keywords

academic achievement
anchored instruction
mathematics
science

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 6, 523-530

https://doi.org/10.12973/eurasia.2014.1171a

Publication date: 15 Dec 2014

Article Views: 1987

Article Downloads: 1354

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How to cite this article

APA

Elcin, M., & Sezer, B. (2014). An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), 523-530. https://doi.org/10.12973/eurasia.2014.1171a

Vancouver

Elcin M, Sezer B. An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience. EURASIA J Math Sci Tech Ed. 2014;10(6):523-30. https://doi.org/10.12973/eurasia.2014.1171a

AMA

Elcin M, Sezer B. An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience. EURASIA J Math Sci Tech Ed. 2014;10(6), 523-530. https://doi.org/10.12973/eurasia.2014.1171a

Chicago

Elcin, Melih, and Barıs Sezer. "An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 6 (2014): 523-530. https://doi.org/10.12973/eurasia.2014.1171a

Harvard

Elcin, M., and Sezer, B. (2014). An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), pp. 523-530. https://doi.org/10.12973/eurasia.2014.1171a

MLA

Elcin, Melih et al. "An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 6, 2014, pp. 523-530. https://doi.org/10.12973/eurasia.2014.1171a