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    The effect of blog-based teaching in ‘assessment and evaluation’ course on academic achievement
    (Ozgen Korkmaz, 2021) Şan İ.; Akdağ M.; Şahin E.
    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. © 2021, Ozgen Korkmaz. All rights reserved.
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    Effect of khan academy-aided teaching on academicachievement in English course
    (Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, 2020) Şan İ.; Aykaç T.
    The purpose of this study is to investigate the effect of Khan-Academy-assisted grammar teaching on academic success in English lesson. The videos used in the study were downloaded from the Khan Academy (n.d) website. The sample of the study consists of 67 students (34: experiment group, 33: control group) in Sadreddin Konevi Anadolu İmam Hatip High School that is located in Yeşilyurt, Malatya, Turkey. Semi-experimental design with control group of pre-test post-test was used. During the experimental procedure, the videos in Khan Academy about present, past and future tense in English were watched by the experiment group. Teaching process of control group was organized in accordance with English Curriculum. "The Achievement Test on Tenses" which was developed by the researchers was used both as the pre-test and the post test. At the end of the study, it was concluded that Khan Academy video-assisted grammar teaching made a significant difference on academic success in English lesson. © 2020 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.