THE EFFECT OF FIELDTRIP METHOD ON ACADEMIC ACHIEMENT IN TEACHING THE SUBJECTS OF VOLCANO TOPOGRAPHY

Abstract

Abstract

The purpose of this study is to identify the effects of the fieldtrip method on the success of the students studying the volcanic topography theme.This research has been conducted with the experimental design model. Achievement test is the means used in data collection in this study. The measurement tool that was developed have been applied to second year students (44 students) studying at State University Faculty of Education Department of Geography Education. In order to solve the subproblems of the research, two-way analysis of variance (repeated measures) have been done; the values of frequency, percentage and mean have been used. A meaningful difference obtains between the pretest and posttest cumulative achievement scores before and after the experiment in the experiment group and the control group in the “volcanic topography” theme. There exists a meaningful difference between the pretest and posttest average achievement scores with respect to the success level of the students in the “volcanic topography” theme. The students in the control group and the experiment group were taught through the use of two different teaching models and their achievement scores belonging to the “volcanic topography” test have displayed a meaningful difference. That is, in different function groups (experiment and control groups), the common effects of the factors of repeated measures in the “volcanic topography” theme test’s achievement levels are meaningful. The results of the research showed that fieldtrip method is more effective in increasing students' academic success in teaching volcano topography. For this reason, it is recommended to include applied works in the field while the volcano topography topics are covered.