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

Full Text (PDF)

Melih Elcin ¹, Barıs Sezer ¹ ^*

More Detail

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

License

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, Volume 10, Issue 6, 2014, 523-530

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

Publication date: 15 Dec 2014

Article Views: 2327

Article Downloads: 1540

Open Access References How to cite this article

References

Alias, N., DeWitt, D., & Siraj, S. (2014). An evaluation of gas law WebQuest based on active learning style in a secondary school in Malaysia. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 175- 184.
Blackhurst, A. E., & Morse, T. E. (1996). Using anchored instruction to teach about assistive technology. Focus on Autism and Other Developmental Disabilities, 11(3), 131-141.
Bottge, B. A., Heinrichs, M., Chan, S.-Y., Mehta, Z. D., & Watson, E. (2003). Effects of video-based and applied problems on the procedural math skills of average- and low-achieving adolescents. Journal of Special Education Technology, 18(2), 5-22.
Brien, C.P.O. (2000). Investigation of the impact of vıdeobased anchored instruction on the implementation of inclusive practices by students with learning disabilities. Unpublished doctoral dissertation, University of Central Florida, Orlando, USA.
Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Cognition and Technology Group at Vanderbilt. (1996). Anchored instruction and situated cognition revisited. In H. McLellan (Ed.), Situated learning perspectives. Englewood Cliffs, New Jersey: Educational Technology Publications.
Delice, A., Aydin, E., & Cevik, K. S. (2013).Mathematics teachers’ use of questions: Is there a change of practice after the curriculum change?. Eurasia Journal of Mathematics, Science & Technology Education, 9(4),417-427.
Ferretti, R. P., & Okolo, C. M. (1996). Authenticity in learning: Multimedia design projects in the social studies for students with disabilities. Journal of Learning Disabilities, 29(5), 450-460.
Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities Research and Practice, 13(3), 162-170.
Glaser, C. W., Rieth, H. J., Kinzer, C. K., Prestidge, L. K., & Peter, J. (1999). A description of the impact of multimedia anchored instruction on classroom interactions. Journal of Special Education Technology, 14(2), 27-53.
Kinzer, C. K., Gabella, M. S., & Rieth, H. J. (1994). An argument for using multimedia and anchored instruction to facilitate mildly disabled students' learning of literacy and social studies. Technology and Disability, 3, 117-128.
Langone, J., Malone, D. M., & Clinton, G. N. (1999). The effects of technologyenhanced anchored instruction on the knowledge of preservice special educators. Teacher Education and Special Education, 22(2), 85-96.
Langone, J., Malone, D. M., Stecker, P. M., & Greene, E. (1998). A comparison of traditional classroom instruction and anchored instruction with university general education students. Journal of Special Education Technology, 13(4), 99-109.
Li, X. D. (2012). A research on the application of the anchored instruction in senior high school english writing. Retrieved 9 July, from http://globethesis.com/?t= 2167330335973851
McLellan, H. (1996). Situated learning: Multiple perspectives. In H. McLellan (Ed.), Situated learning perspectives. Englewood Cliffs, New Jersey: Educational Technology Publications.
Moore, J. L., Lin, X., Schwartz, D., Petrosino, A., Hickey, D. T., Campbell, J. O. (1996). The relationship between situated cognition and anchored instruction: A response to Tripp. In H. McLellan (Ed.), Situated learning perspectives. Englewood Cliffs, New Jersey: Educational Technology Publications.
Okolo, C., Ferretti, R. P., & MacArthur, C. D. (2002). Westward expansion and the-year old mind: Teaching for historical understanding in a diverse classroom. In J. E. Brophy (Ed.), Advances in research on teaching. Social constructivist teaching. Affordance and constraints. New York: JAI Press.
Osman, K., & Kaur, S. J. (2014). Evaluating biology achievement scores in an ICT integrated PBL environment. Eurasia Journal of Mathematics, Science and Technology Education, 10(3), 185-194.
Rieth, H. J., Bryant, D. P., Kinzer, C. K., Colburn, L. K., Hur, S.-J., Hartman, P. (2003). An analysis of the impact of anchored instruction on teaching and learning activities in two ninth-grade language arts classes. Remedial and Special education, 24(3), 173-184.
Salinger, T. (2003). Helping older, struggling readers. Preventing School Failure, 47(2), 79-85.
Shi, W. G. (2007). The comparison and research of the mathematical "situations and problems" teaching and anchored instruction. Retrieved 10 July, from http://globethesis.com/?t=2167360185480565
Shyu, H.-Y. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology, 31(1), 57-69.
Song, X. D. (2012). Anchored instruction in chemistry teaching vocational. Retrieved 9 July, from http://globethesis.com/?t=2217330335975654
Thomas, C. N. (2008). A comparison of three instructional methods teacher directed lecture and text-based instruction, analog video instruction, and multimedia anchored instruction on the knowledge, beliefs, and skills of preservice teachers. Unpublished doctoral dissertation. The University of Texas at Austin, USA. http://repositories.lib.utexas.edu/bitstream/handle/21 52/18356/thomasc49269.pdf?sequence=2
Tripp, S. D. (1996). Theories, traditions, and situated learning. In H. McLellan (Ed.), Situated learning perspectives. Englewood Cliffs, New Jersey: Educational Technology Publications.
Xin, J. F., & Rieth, H. (2001). Video-assisted vocabulary instruction for elementary school students with learning disabilities. Information Technology in Childhood Education Annual. 2, 87-103.
Yildirim, S., & Ersozlu, Z. N. (2013).The relationship between students’ metacognitive awareness and their solutions to similar types of mathematical problems. Eurasia Journal of Mathematics, Science & Technology Education, 9(4),411-415.

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