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Development of Candidate Teachers’ Problem Solving Ability With the Audience Response System

Cüneyt Taşkın, Tolga Kaan Bahadır
Journal of Education and Learning , Volume 10; doi:10.5539/jel.v10n2p91

Abstract: In this study, the Audience Response System was investigated as an additional tool for interaction, and its effects on the educational environment were examined. The system was implemented at the Faculty of Sports Sciences of Trakya University in the fall semester of the 2019-2020 academic year. A pre-test of 20 questions, which was asked in the educational sciences section of the public personnel selection examination and had a similar item difficulty index, was applied to the experimental and control groups prior to the implementation of the ARS. Then, the experimental group was asked to solve the educational sciences questions with the help of the ARS-supported lectures, which were delivered 4 h a week for a total of 16 h. The same implementation was imposed on the control group without the ARS support and with the classical recitation method. A post-test of 20 questions with a similar item difficulty index was administered to both groups after this test. Data were analyzed using the SPSS 25.0 package program. A t-test was used to determine the differences between the arithmetic mean of the pre-test and post-test scores of the students. Because the unequaled control group method was used in the experiment design, the “ANOVA for Repeated Measurements” was used for intragroup and intergroup comparisons. In conclusion, it was determined that the implementation of interactive interaction technologies in the educational environment will capture the interest of students and amplify their motivation levels. The results of the study support the conclusion that the ARS system stimulates the sensory organs in terms of understanding the subject, thereby increasing the level of learning.
Keywords: control group / package / study / sciences / implementation / interaction / ARS / post test / educational environment

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