Dijital Örnek Olaya Dayalı Öğrenme Yaklaşımının Öğretmen Adaylarının Akademik Güdülenmeleri Üzerindeki Etkisi
The Effect of Digital Case-Based Learning on Pre-service Teachers’ Academic Motivation Levels

Summary/Abstract: The purpose of this study was to identify the effect of case method on the academic motivation levels of third year teacher candidates. The study utilized pretest-posttest control group design. Both groups were taught the course by the same instructor using traditional teaching approaches. Treatment group students were supported by web aided case-based learning implementations for 8 weeks. “Academic Motivation Scale” were given to all participants prior and subsequent to implementation. In order to identify whether there were significant differences between treatment and control groups based on pre and post test results, Two-Way ANOVA for Mixed Measures technique was used to observe variances in change. The results showed that Primary School Teaching Program teacher candidates’ academic motivation levels were increased in post test. However, this difference was not significant. Religious Culture and Moral Education Teaching Program teacher candidates’ academic motivation levels did not change in pre and post test scores. Measurement effect and group interaction effect were also examined for both groups, however, it was not found to generate significant differences between groups. In this sense, it can be claimed that case based learning method that was implemented to treatment groups did not generate a significant difference in academic motivation.

• Details
• Contents