The Effect Of Algorithm Teaching On The Academic Success And Motivations Of High School Students By Flipped Classroom And Lego-logo Practices
 
Abstract
The purpose of this study is to investigate the effect of algorithm teaching on the academic success and motivations of high school students by FC Model and LEGO-LOGO practices. In the research, pretest-posttest control group pattern, one of quantitative research methods included in real experimental patterns, was used. Criterion sampling, one of purposeful sampling methods, was used to determine the study group of the research. 42 students in 3 different classrooms enrolled in the 10th grade in Information Technologies Field in a vocational high school, which met the criteria determined in this context, made up the study group. In one of the classes (DGA), FC and LEGO-LOGO and algorithm teaching was conducted, and in the other one (DGB), face-to-face LEGO-LOGO and algorithm teaching in classroom setting was conducted. In the last class (KG), no intervention was made and algorithm teaching was conducted in a normal class arrangement. Data collection process was achieved in the research scope which lasted 8 weeks by using a success test and motivation scale. As a result of the research, student motivations increased significantly in a favorable direction in comparison to the pre-study state by LEGO-LOGO practices carried out by FC or face-to-face. Furthermore, academic success of the test groups was found to be statistically significant and high favorably in comparison to the control group.
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