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The Effect of Constructive Instructional Activities in Student Workbooks on Developing Students’ Responsibility towards Learning

Author(s): Mehmet Nuri GÖMLEKSİZ | Hasan Hüseyin KILINÇ | Elif CÜRO

Journal: Journal of Kirsehir Education Faculty
ISSN 1302-5007

Volume: 12;
Issue: 4;
Start page: 119;
Date: 2011;
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Keywords: Students’ workbook | Primary education | Learning responsibility | Instructional activities | Constructivism

The aim of this descriptive study is to determine the effects of instructional activities in students’ workbooks on developing learning responsibility of the students based on teachers’ views. For that aim, the teachers who teach at 3rd, 4th and 5th grades in primary schools in Ergani in 2010-2011 academic year were included in the study. A 24- item five-point Likert-style scale, developed by the researchers, was used in the study. Independent samples t test, One Way Anova, Levene, MWU, KWH and LSD tests were used to analyze the data. Teachers’ views were analyzed in terms of gender, seniority, grade level and socio-economic status of the school. Both male and female teachers stressed that instructional activities were effective to increase students’ active participation and develop responsibility in the teaching-learning process. No statistically significant difference was seen related to grade level. Results revealed that the teachers in all groups thought that instructional activities helped students increase their motivation towards learning, provided active participation, developed cooperation, learning skills and responsibility. The teachers working in good socioeconomic status reported that instructional activities were more effective in developing responsibility towards learning than those who work in schools with middle and low socioeconomic status.
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