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Effect of Work Sheets on Student's Success: Acids and Bases Sample
Article in Journal of Turkish Science Education · January 2005
Source: DOAJ
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Journal of
TURKISH SCIENCE EDUCATION
Volume 2, Issue 2, November 2005
TÜRK FEN EĞİTİMİ DERGİSİ
Yıl 2, Sayı 2, Kasım 2005
http://www.tused.org
EFFECT OF WORK SHEETS ON STUDENT’S SUCCESS:
ACIDS AND BASES SAMPLE
1
Haluk ÖZMEN1, Nagihan YILDIRIM2
Assist. Prof. Dr., KTÜ Fatih Education Faculty, Department of Primary Education, 61335, Söğütlü-Trabzon
2
Research Assist., KTÜ Fatih Education Faculty, Department of Sec. Sci. Edu., 61335, Söğütlü-Trabzon
SYPNOSIS
Introduction
Although the necessity of using student-centered teaching methods in order to
increase students’ success is accepted by the related society, it is well known that teachers
generally use traditional teaching methods in our country (Yiğit, Akdeniz & Kurt, 2001).
Constructivism is one of the most important learning theories used to explain how
learning occurs in last two decades especially (Kılıç, 2001). Constructivism assumes that
learners have to construct their own knowledge individually through experiencing things.
When the learners encounter something new, they have to reconcile it with their previous
ideas and experiences, changing what they believe or discarding the new information as
irrelevant. In any case, learners are active creators of their own knowledge. Therefore,
students have to be active participant in the teaching-learning process. Work sheets are the
materials that make students more active and the whole students participate in the learning
process (Yiğit & Akdeniz, 2000).
Chemistry includes a number of abstract concepts. Therefore most students have
difficulties in understanding and learning these concepts. Acids and bases concepts are two
of the most important concepts in both primary and secondary curriculum. There have been
numerous studies about these concepts in the literature. These studies show that learners at
all levels have common misconceptions (Ross & Munby, 1991; Ayas & Özmen, 1998;
Demircioğlu, Özmen & Ayas, 2001; Özmen, 2004; Demircioğlu, Özmen & Ayas, 2004).
Purpose
Studies related to work sheets show that these materials are useful on students’
learning. Based on these studies, in this study, it is aimed to determine the effectiveness of
work sheets usage in teaching acids and bases and to compare students’ success, using a
quasi-experimental research design.
Durmaz / TUSED / 2(2) 2005 65
Method
Research Design
In this study, quasi-experimental design is used. Quasi-experiment is a research
design involving an experimental approach but where random assignment to treatment and
comparison groups has not been used (Robson, 1998).
Sample
This study is undertaken on the second grade students at an Anatolian High School in
the city of Trabzon in 2003-2004 academic years. One class is treated as an experiment
group that consists of 21 students; the other group is treated as a control group that consists
of 19 students.
Instrument
In this study, a test with 25 questions was developed and used. The test was piloted
with 25 students. Kuder-Richardson reliability of the test was to be 0.71. In the study, data
were collected by pre-test and post-test treatments, classroom observation and document
analysis of the work sheets.
Developing and Piloting Work Sheets
The work sheets used are related to subjects of “acids and bases”, “effects of acids on
carbonate salts”, “electric conductivity of acids and bases”, “acid and base reactions”, and
“effects of acids and bases on metals”. Subject matter teachers examined these materials,
and also they were piloted with 10 students. Based on these data, required corrections were
made. One of the work sheets used in the study is given as an example in appendix (App
1).
Procedure
One class is treated as an experiment group by which teaching is carried out by using
work sheets, and the other group is treated as a control group by which teaching is
conducted by using traditional teaching methods. Treatments were carried out two similar
experienced teachers during three weeks. Prior to the experimentation, a pre-test and after
the experimentation a post-test were applied to both groups. Researchers observed two
groups during experimentation.
Data Analysis
T-test was used to compare the pre-test and post-test results. Students’
comprehension level of the acids and bases was determined by examining the work sheets.
“True”, “partial true”, “false”, and “no response” categories were used in examining the
materials.
Results
Pre-test and Post- test Results
The results of pre-test and post-test results of experiment and control groups were
compared with t-test and given in Table 1.
Table 1. Experiment and control groups’ t-test comparison results
Pretest
Posttest
Groups
Control
N
19
Mean
41,42
Standard
Deviation
10,81
Experiment
21
40,86
14,00
Control
19
58,78
8,51
Experiment
21
80,28
9,15
Degree of
freedom
38
t
0,141
p
0,888
38
7,670
0,000
Durmaz / TUSED / 2(2) 2005 66
As seen from the Table 1, while there are no difference between two groups at the
pre-test (t(38) = 0.141, p=0.888), post-test results show that there is a significant difference
between groups (t(38) =7,670, p<0.05).
Work Sheets Results
Five work sheets were used in the study. In this section, three different work sheets
were presented as examples.
Work Sheet 1 (Acids and Bases)
This work sheet is related to the determination of the acids and bases with indicator
and litmus papers. In accordance with this,students were asked to students to determine the
colors of soap, tap water, lemon juice, vinegar and salt with the indicator such as methyl
orange, phenole ftaleyn, and litmus paper. Students’ responses to questions on the work
sheet 1 are given in Table 2.
Table 2. Students’ responses to the questions on the work sheet 1
TRUE
PARTIAL
NO
QUESTIONS
TRUE
FALSE
RESPONSE
N
%
N
%
N
%
N
%
14
74
3
16
2
10
Q. 1.
18
95
1
5
Q. 2.
18
95
1
5
Q. 3.
Questions on the work sheet 1 are given below.
Question 1. How do you determine the acidity of a piece of dry soil?
Question 2. Two hydrangea seeds in two different soil give different colored flowers.
What is the reason of this?
Question 3. What can you say about the acidic, basic or neutral properties of an
unknown liquid?
Work Sheet 2 (Effects of Acids on Carbonate Salts)
This is related to the effects of acids on carbonate salts. There are three different
activities on the material. Students were asked do three activities and respond to the
questions. Students’ responses to the questions on the work sheet 2 were presented in
Table 3.
Table 3. Students’ responses to the questions on the work sheet 2
TRUE
PARTIAL
NO
QUESTIONS
TRUE
FALSE
RESPONSE
N
%
N
%
N
%
N
%
16
84
3
16
Q. 1.
13
68
6
32
Q. 2.
13
68
4
22
2
10
Q. 3.
Questions on the work sheet 2 are given below.
Question 1. How do you explain the change of lime water?
Question 2. Write the reaction equations of three experiment.
Question 3. What is the role of baking powder in the cake?
Work Sheets 3 (Electric Conductivity of Acids and Bases)
This work sheet is related to electric conductivity of acids and bases. In this paper,
students were asked to do given activities and respond to the quesitons. Students
‘responses to the questions on the work sheet 3 were presented in Table 4.
Durmaz / TUSED / 2(2) 2005 67
Table 4. Students’ responses to the questions on the work sheet 3
TRUE
PARTIAL
NO
TRUE
FALSE
QUESTIONS
RESPONSE
N
%
N
%
N
%
N
%
13
68
6
32
Q. 1.
16
84
3
16
Q. 2.
8
42
10
53
1
5
Q. 3.
Questions on the work sheet 3 are given below.
Question 1. Which matters do conduct electric?
Question 2. How does electric flow in the solution?
Question 3. What can you say about the conductivity of acids and bases?
Discussion and Conclusion
In this study, it is aimed to determine the effectiveness of the work sheets on
students’ learning and succees. It is seen from the Table 1 that although there is no
difference regarding pre-test results between two groups (t(38) = 0.141, p=0.888), after the
implementation, statistically significant difference was found between experiment and
control groups (t(38) =7,670, p<0.05). This shows that work sheets are more effective
teaching materials than traditional teaching methods and materials.
Although traditional instructional methods have a significant effect on students’
misconceptions, it is far from being sufficient in remediation of students’ misconceptions
that are resistant to change. For this reason, alternative teaching strategies that make
students active in learning activities should be developed and used in classroom teaching.
And also, textbook writers, program developers, and teachers should be informed about the
results of this type of studies. Teachers should be informed with in-service training about
the developing and implementing of work sheets.
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