The Effect of the Layered Curriculum on Students' Academic Achievement and Retention of Learning

Autor/in	Zeybek, Gülçin
Titel	The Effect of the Layered Curriculum on Students' Academic Achievement and Retention of Learning
Quelle	In: i.e.: inquiry in education, 13 (2021) 1, Artikel 13 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Curriculum; Teaching Methods; Academic Achievement; Retention (Psychology); High School Students; Grade 10; Foreign Countries; Student Attitudes; Student Responsibility; Critical Thinking; Cognitive Style; Thinking Skills; Knowledge Level; Programming; Comprehension; Turkey + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Merkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schülerverhalten; Kritisches Denken; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Wissensbasis; Programmierung; Verstehen; Verständnis; Türkei
Abstract	In this study, it is aimed to determine the effect of the layered curriculum activities on students' academic achievement and retention of learning and to determine the students' views regarding the applied program. The research was carried out with random experimental model with pretest-posttest control group. In addition to quantitative data, qualitative data were collected through the interview method and quantitative data were explained and deepened in this way. The study group of the research was composed of 24 students who were studying in 10th grade of the "information technologies" field in a vocational and technical high school in a city center of Turkey in 2014-2015 academic year. The data of the research were collected by the achievement test and semi-structured interview form developed by the researcher. As a result of the research, it was observed that there was a significant difference in favor of the experimental group between the averages obtained from the posttest and permanance test of the students in the experimental group where the activities based on the layered curriculum were applied and the students in the control group where the activities based on the existing program were applied. Students stated generally positive opinions about the layered curriculum process. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01