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The Effect of Blog-Based Teaching in 'Assessment and Evaluation' Course on Academic Achievement

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Title: The Effect of Blog-Based Teaching in 'Assessment and Evaluation' Course on Academic Achievement
Language: English
Authors: Akdag, Mustafa (ORCID 0000-0002-9128-9465), San, Ismail (ORCID 0000-0003-0780-0169), Sahin, Esra (ORCID 0000-0003-2438-2544)
Source: Participatory Educational Research. Aug 2021 8(3):121-135.
Availability: Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Speeches/Meeting Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Methods, Electronic Publishing, Web Sites, Computer Science Education, Educational Technology, Preservice Teacher Education, Preservice Teachers, Undergraduate Students, Student Attitudes, Instructional Effectiveness, Academic Achievement, Assessment Literacy, Foreign Countries
Geographic Terms: Turkey
ISSN: 2148-6123
Abstract: This study was conducted to determine the effects of blog-based teaching on academic achievement and pre-service teachers' ideas about this implementation. Participants of the study consist of 51 sophomore students of the department of Computer Education and Educational Technology in Inonu University, Turkey. The research method is a mixed method in which qualitative and quantitative methods are combined. Pretest and post-test quasi-experimental method with control group in the quantitative part and case study in the qualitative part were used. Experimental procedure lasted for 5 weeks during 'Assessment and Evaluation' course that is among the teacher education programs. The web blog was prepared by the researchers in accordance with the purpose of this study, the data was collected through an academic achievement test and interview form. At the end of the research, there is a significant difference between the pre-tests and post-tests of the experimental and control groups. No significant difference between the post-tests of the groups and retention was found. It was observed from the interviews that besides the advantages such as facilitating preparation for the lesson, information sharing, active participation and increase in achievement, there were disadvantages of blog-based teaching such as achieving not a full form of participation, internet and computer requirements. Also, it was concluded that blog-based teaching can be used mostly in verbal lessons by rich resources and data diversification. [This paper was presented at The 3rd International Congress on Curriculum and Instruction, October 22-24, 2015, Adana, Turkey.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290551
Database: ERIC
FullText Text:
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  Data: The Effect of Blog-Based Teaching in 'Assessment and Evaluation' Course on Academic Achievement
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  Data: <searchLink fieldCode="AR" term="%22Akdag%2C+Mustafa%22">Akdag, Mustafa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9128-9465">0000-0002-9128-9465</externalLink>)<br /><searchLink fieldCode="AR" term="%22San%2C+Ismail%22">San, Ismail</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0780-0169">0000-0003-0780-0169</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sahin%2C+Esra%22">Sahin, Esra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2438-2544">0000-0003-2438-2544</externalLink>)
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  Data: Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
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  Data: This study was conducted to determine the effects of blog-based teaching on academic achievement and pre-service teachers' ideas about this implementation. Participants of the study consist of 51 sophomore students of the department of Computer Education and Educational Technology in Inonu University, Turkey. The research method is a mixed method in which qualitative and quantitative methods are combined. Pretest and post-test quasi-experimental method with control group in the quantitative part and case study in the qualitative part were used. Experimental procedure lasted for 5 weeks during 'Assessment and Evaluation' course that is among the teacher education programs. The web blog was prepared by the researchers in accordance with the purpose of this study, the data was collected through an academic achievement test and interview form. At the end of the research, there is a significant difference between the pre-tests and post-tests of the experimental and control groups. No significant difference between the post-tests of the groups and retention was found. It was observed from the interviews that besides the advantages such as facilitating preparation for the lesson, information sharing, active participation and increase in achievement, there were disadvantages of blog-based teaching such as achieving not a full form of participation, internet and computer requirements. Also, it was concluded that blog-based teaching can be used mostly in verbal lessons by rich resources and data diversification. [This paper was presented at The 3rd International Congress on Curriculum and Instruction, October 22-24, 2015, Adana, Turkey.]
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      – Text: English
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    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Electronic Publishing
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      – SubjectFull: Web Sites
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Foreign Countries
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