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

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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

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

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

Publication date: 15 Dec 2014

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