Received:09/11/2019Revised:10/03/2019;01/25/2020Accepted:05/01/2020Published:09/01/2020
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UseofFunBookinScienceEducation:SampleApplications
1SalihGülenand2TuğbaYadigar
1MusAlparslanUniversity,Turkey
2MinistryofNationalEducation,Muş,Turkey
Abstract
Thisstudyistodeterminetheeffectofusingafunbookinasciencecoursetoenhanceacademic
achievementandretentionandtoinvestigatestudent'sviewsontheuseofthefunbook.Another
aimofthestudyistosetanexampleforprocessevaluationinusingfunlessonsforhighereducation
students.Participantsusedthefunbookforreasonssuchaslearningandnotforgettingthe
subjects,repeatingthesubjectinafunway,andtakingnotesfromtheteacher.Thepositiveaspects
ofusingthefunbookwasthatitenabledstudentstolearnsubjectswhilehavingfun,prevented
themfromforgettingmaterial,anditmadeiteasierforteacherstotakenotesbypreparingforthe
exam.Thenegativeaspectsofusingthefunbookwerethatstudentssaidthattheyconsidereditto
beexhaustingandthattheintensivewritingcausedhandpain.
Keywords:academicachievement,crossword,funbook,science,studentopinions
Introduction
Sciencelessonsprovideanunderstandingoftheeventsindailylifeandhowthoseevents
canbeusedinthesolutionofreal-worldproblems.Whileinteresting,theselessonscanbea
challengeforstudents.ThischallengestemsfromdifficultyinrecognizingtheLatinnamesofliving
things,understandinggrowthandreproduction,andlearningthegeneralcharacteristicsofmitosis
meiosisanditsphases.Author(2019)foundthatelementarystudentscanrecognizethesolar
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system,seelight,orhearsound,butbecausetheycannotholdortouchit,theyhavecomplications
inlearning.Thechallengesinlearningsciencecanbereducedbylearninghowastudentcan
reconstructsomethingintheirmind(Cook,1994;Demirkuş,2019)whichleadstohowwellthe
studentswilleventuallymasterthematerial.
ThisarticleexamineshowhighereducationfacultyinTurkeycancreativelyimaginehowto
bestteachsciencelessonswiththeintenttothenteachthesetechniquestoteachers.Itisknown
thatrepetitionisanactivitythatleadstobettercomprehension(Bromage&Mayer,1986;Till,1998)
andthatrepetitionofasubjectlearnedatschool,athome,orinaworkenvironmentaffects
permanentlearning.Applicationofthesubjectindailylifeisanotherfactorinmakinglearning
permanent(Karpicke&Roediger,2008;Author,2018).Whenanindividualhastheopportunityto
practiceschoollearningorembellishesitwithexamplesthatoneunderstandswell,learningismore
permanent(MinistryofNationalEducation[MoNE],2018).Finally,lastinglearningcomesfromis
repeatingthelearnedinformationintheformofhomework.Onewaytocapturetheserepetitionsis
tousethefunbookmethod.
ConceptualFramework
Althoughfunisdefinedastheoppositeofhardwork,itnonetheless,isanessentialelement
formotivation(Appelbaum&Clark2001).Inscience,funhasanimportantplaceinensuringstudent
motivation.Therearefunapplicationsforscienceindevelopingtechnology,tablet,computerand
interactiveboardapplications(Demirkuş&BatıhanGüzel,2019;Gopalanetal.,2016).Most
importantly,studentsliketousetheseapplications(Idin&Dönmez,2017).Fun,asanactivity-based
learning(Dewey,2001),influencesthestudentattitudetowardsthecourseanditisknownthat
studentswhoareinterestedinsciencecareershaveagoodattitudetowardssciencelessons(Gibson
&Chase,2002).Itisalsoknownthatmiddleschoolstudents'attitudesandmotivationstowards
scienceclassesarenotalwayspositive(Azizoğlu&Çetin,2009).Yet,whenfunisintroducedinthe
learningprocess,allstudentsbecomeawarethatfunleadstolearning,whichhelpstobuildpositive
connectionstohowstudentsviewscience.Thefocusofthisarticleistoshowhowhighereducation
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canmodelfunbooksasawaytoteachteachersabouttheneedtoraiseinterestinallstudents
towardssciencelesson.
Inactivity-basedscienceeducation,theaimistoteachlessonswithactivitiesthatprovide
theeasiestunderstandingofthecourse.Technologicalmethodsareusedintraditionalmethods
(Yeşiltaşetal.,2017).Oneoftheimportantfactorshereistoincludethecomponentsoflanguage
suchasspeaking,listening,readingandwritingasmuchaspossibleintheactivities(Roth&
Worthington,2011).Theteacherneedstobeawarethatactivities,suchasreadingandwriting,need
tobeconstantlydynamic.Studentscanremembertheirlearningwhentheyhavefunatthe
activities.Becauselearningbecomeseasierwhentheindividualhasfunorishappy,thisbuildsthe
contextforjoyfulsubstances(Ünal&Ünal,2003).Itisourdutyashighereducationfacultytoteach
teachershowtoensurethatstudentsseescienceasfunstartingfromthefoundation.Whenthe
studenthasfuninlearning,thereisagreaterchancethattheindividualwillrememberthe
informationlearnedfromearlychildhoodtohighereducation(Hartnett,1941).Thisalsothen
appliestouniversitystudentswhowilllikewiselearnbetterthroughfun(Zhu,2019).Thesuccessof
thestudentinhighereducationismostlybasedontheirpermanentlearningfromtheprevious
years.
Thefunbookapproachisawayofrepeatingschoollearninginafunway.Themainpurpose
ofthisbookistoensurethattheinformationlearnedispermanentlylearned.Inthisprocess,the
studentswhousethebookrepeatthesubject,reinforcetheinformationandapplytheproblems
theylearnedatschoolinvariouswaysathome.Thestudentrepeatslearningbyusingtechniques
suchaspoetry,painting,caricature,puzzle,riddle,story,question,humor,play,subjectsummary,
writing,acrostic,news,voicesorinformationinhishead.Teacherscanofferhelpinhowtobestuse
thefunbookorsampleapplicationsthatfocusonrepetitionofpoems,puzzles,riddlesorgamesin
theformofhomework.
LiteratureReview
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Inareviewoftheliterature,Ifoundemergingresearchonfuninscienceeducation.Gopalan
etal.(2016)foundapositiveandsignificantrelationshipbetweeninterest,funandentertainment
andstudents'motivationtolearnscience.Mutlu(2018)determinedthatlearningexperiencesin
personalentertainmentenvironments(suchasdesktops,laptopsandtablets,smartphonesand
media,television,cinema,theater,concerts,interviews,exhibitions)wereeffectiveintermsoflater
recognition,meaningandmanagement.Ulus(2015)conductedareviewofamagazine,published
between1913and1919thatincludedarticles,poems,competitions,andnewsasanearlyuseof
integratingfunintoeducation.Inaddition,toeducationalactivities,thejournalalsoinstilledsocial
awareness.Intheabovestudies,writingactivitiesshowthatawarenessisformedinanindividual
andthatlearningiseffective.
OkandÇalışkan(2019)foundthatfunwasawaytoreinforcehomeworkandtoprevent
forgetting.Anotherstudydeterminedthatthepositiveapproachesoftheteacherinassigningsuch
assignmentshadapositiveeffectonthestudents(Shermanetal.,2008).Otherresearchusedtests
intheformatofpuzzlestodetermineacademicsuccess(Coşkunetal.,2012).Finally,Akçayetal.
(2014)foundthatmultiplewritingactivitieshadapositiveeffectonstudentacademicachievement
andconceptlearning.Whenthefindingsoftheabovestudiesareconsidered,manywriting
activities,homeworkandextracurricularactivitieshaveapositiveeffectonkeepingstudents'
academicsuccessandlearninginmind.
Researchisdocumentingcasestudiestoshowthatdifferenttypesofstudentsapplyfunin
differentways.ArslanandBabadoğan(2005)thoughtthatthereisnogender-relatedlearningstyle
inscienceclasses,andthatfemaleandmalestudentswillbeequallyinterestedinthefunbook.Yet,
therearealsodifferences,suchasaNAEP(2014)studythatshowedthatyoungerage(9ages)
groupsreadtohavemorefunthanolderage(17ages)groups.Finally,thereisemergingresearchon
theimplicationsoffunactivitiesandhomeworkusingfunbooksforhighereducationstudents.
PurposeoftheResearch
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Themainpurposeofthisstudyistodeterminetheeffectoffunbookusedinextracurricular
homeworkactivitiesinasciencecourseandtheeffectsofthefunbookonacademicachievement
andretentionofknowledge.Student'sviewsontheuseofthefunbookwerealsoinvestigated.
Teachersthinkthatscienceeducationshouldbefun(Glackin,2016),butgenerallyhaveconcerns
abouthowtodothis.Highereducationfacultyplayacentralroleintestingfunandthenteaching
bestpracticestoteachers.Inthisstudy,asamplestudyofmiddleschoolstudentsispresentedwith
thedevelopmentofbestpracticestohelpreduceteacheranxiety.Finally,thisstudysetsanexample
forprocessevaluationthatcanthenbeappliedtohighereducationstudents.Inthiscontext,the
answersofthefollowingquestionsweresought:1)Accordingtothepuzzleandacademic
achievementtestfindings,isthereasignificantrelationshipbetweentheexperimentalandcontrol
groupsintermsofacademicachievementbefore,after,andonemonthaftertheapplication?2)
Whataretheparticipants'viewsonthefunbook?3)Whydoparticipantsusethefunbook?4)What
arethepositiveandnegativeaspectsofthefunbook?
Method
Mixedmethodwasusedinthestudy.Withthismethod,itisaimedtocomplementthe
qualitativeandquantitativedata(Creswell,2017).Experimentaldesignwithexperimentaland
controlgroupswasusedinthequantitativepartofthestudy.Experimentalstudywasusedtosee
howeffectiveaparticularinterventionwasinsolvingaparticularproblemundercontrolled
conditionsandinresultingretention.Experimentalandcontrolgroupswererandomlyselected
(Büyüköztürk,2009;Çepni,2010;Metin,2014)fortheteachingoftwo6thgradesciencesubjects,
SoundandFeatures.Theclasswasdividedintotwogroupsandbothparticipatedinthe
experimentalstudyinwhichthefunbookwasconsistentlyused.Thecontrolgroupdidnotusethe
funbookconsistently.Afullystructuredinterviewformwasusedinthequalitativeaspectofthe
studytodeterminetheparticipants'thoughtsaboutthefunbook.Thefollowingstepswereusedin
thestudy.
ResearchmethodApplicationSteps
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Research
Tobeabletodeterminetheuseoffunbookinscienceclassesandmakerecommendations
forbestpracticesintheteachingofscienceteachers.
Tools
Fullystructuredinterviewform,puzzleform,academicachievementtest.
Application
Thestudylasted9weeks.Theclassesrandomlyselectedas6/Aisexperimental6/Bis
controlgroups.Controlgroupstudentsarenotallowedtousethefunbookthroughoutthe
application.Inthequalitativedimensionofthestudy,thoughtsaboutfunbookweretakenfrom
bothgroups.
Conclusion
Theresultsofthestudyarepresentedinthefindingssection.
Participants
Homogeneous(analogous)sampleswereusedinthestudy.Theaimintheanalogoussample
istodeterminethestatusofgroupsofsimilarcharacteristicsinasubjectinordertocollectthedata
effectively(Creswell,2013).Theresearchwasconductedwith6thgradestudentsinapublicschool
inEasternAnatoliaRegionduringthe2018-2019academicyears.Atotalof57studentsparticipated
inthestudy,dependingonthevolunteerismprinciple.Thesocio-economicstatusoftheparticipants
wassimilar.Thefamiliesofthemajorityoftheparticipantsareengagedinfarmingwithafocuson
agricultureandanimalcare.
DataCollectionTools
Puzzleformandacademicachievementtestswereusedtocollectquantitativedata.The
puzzleformhelpstodeterminethesuccessoflearningtheconceptsandtheacademicachievement
testtodeterminetheacademicsuccess.Thepuzzletestisanidealscaleforrememberingwhatis
learnedandtoassesswhatwasthemostfrequentlyrememberedandcomprehended.Thepuzzle
waspreparedforthefollow-upoftheacademicsuccessoftheparticipantsinbothscales.These
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scaleswerepreparedaccordingtothesubjectgains.Whilethepuzzleremainsatthelevelof
comprehension,theachievementtestincludesquestionsatthelevelofcomprehension,
comprehensionandpractice.Afullystructuredinterviewformwasusedforthecollectionof
qualitativedata.Withthisform,itwasaimedtodeterminetheviewsandthoughtsofthe
participantstowardsthefunbook.
AnalysisofData
Thedataofthemeasurementtoolsusedinthestudywereanalyzedwiththehelpof
MicrosoftExcelprogramandSPSS.Descriptiveandcontentanalyzesandtechniquessuchas
IndependentSampleT-test,frequencyandpercentagevalueswereused.Inthecontentanalysis,the
stateoftransferringthelearnedinformationinthementalstructureoftheindividualtothefun
bookisexamined.Thenamesoftheparticipantswerecodedwithnumericalvalues.Experimental
group“EG”,Controlgroup“CG”,frequency“f”andpercent“%”weretaken.
ReliabilityandValidity
Withinthescopeofthereliabilitystudies,thestatusofthesamplegroupwasexplainedin
detail,theexistingroleswereexplained,theconceptualframeworkanddatacollectionandanalysis
werepresented.Inaddition,thesedataweresupportedbydescriptiveanalysisandcontentanalysis
(Glesne,2013;Merriam,2013).Assistancewasobtainedfromanotherfacultymemberinthe
preparationandscoringofmeasurementinstruments.Forthecodingandscoring,reliabilitywas
calculatedusingtheformulaofMilesandHuberman(1994).Accordingtothiscalculation,85%
confidencecodingwasperformedthroughoutthestudy.Infact,accordingtoMilesandHuberman
(1994)80%andabovehasbeenacceptedasreliable(Arik&Yilmaz,2017).Inthedescriptiveand
contentanalysisofvalidityoftheresearch,directquotationsweregivenandtheaccuracyofthe
researchresultswasshown(Merriam,2013).Thecodesusedinthecontentanalysisandthe
interpretationsweredoneindepth.Thenamesoftheparticipantsgrouparecoded.Inaddition,
Academicachievementtestwaspreparedbytheresearcherbasedonthesubjectgains.The
reliabilityandvaliditystudywasperformed;itwasre-performedduringthestudy.Theachievement
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test,whichconsistedof18questions,waspilotedwith90studentsatapublicschoolinVan.Asa
resultoftheitemanalysis,itemswithasubstancedifficultyindexbelow0.20andabove0.75and
itemswithasubstancediscriminationindexbelow0.29wereexcludedfromthetest.TheCronbach
Alphavalueoftheacademicachievementtestwasfoundtobe0.79.Inaddition,asaresultofitem
analysis;theitemdifficultyindexofthetestwasfoundtobe0.59(Verygood),andtheitem
discriminationindexofthetestwas0.57(Verygooddiscriminated).Thereare17questionsinthe
academicachievementtest.Thequestionswerepreparedtocoverallgains.Thequestionsareatthe
levelofrecall,comprehensionandpractice.Theselevelswereusedbecausethegainswereatthe
recall,comprehension,andpracticelevels.Inaddition,thestructureandappearancevalidityofthe
testwastakenwithexpertopinion.Ingeneral,thesevaluespreparedformeasurementtoolsshow
thatthescaleswillyieldsimilarresultswhenusedinothernationalorinternationalstudies(Metin,
2014;Yıldırım&Şimşek,2013).
LimitationsofResearch
Thestudyislimitedto57studentsinasmalldistrictofEasternAnatoliaRegion.The
researchislimitedtothetopic“SoundandFeatures”ofthe6thgradescience.
Findings
Thedataobtainedinthestudyarepresentedbelowinorderofresearchproblems.The
resultsofthepre-test,post-testandpermanencetestoftheresearchandtheopinionsofthe
participantsaboutthefunbookarepresentedrespectively.
Table1
IndependentSampleT-TestaccordingtoPretestResults
Tests Groups N Mean Standarddeviation t df pCrossword 6A 28 21.17 15.37 -5.27 54 0.00
6B 28 48.73 23.01Achievementtest
6A 28 48.53 15.74 0.95 54 0.356B 28 44.12 18.98
Table1gives the resultsof independent sampleT-test analysisof thedataobtained from the
pretestapplicationsofthepuzzleandachievementtests.Accordingtothis, it isunderstoodthatp
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valueis0.00andinfavorof6Bgroupsinthecrosswordtestofthegroups.Becausetheaveragescore
ofthe6Bgroupisconsiderablyhigherthantheaveragescoreofthe6Agroup.Whentheachievement
testdatawereexamined,itwasfoundthatpvaluewas0.35andtherewasnosignificantdifference
betweenthegroups.
Table2
IndependentSampleT-TestaccordingtoPosttestResults
Tests Groups N Mean Standarddeviation t df pCrossword 6A 27 62.96 29.05 -3,833 54 0.000
6B 29 89.90 23.42Achievementtest
6A 27 58.39 21.27 -2,706 54 0.0066B 29 73.83 21.42
Table2gives the resultsof independent sampleT-test analysisof thedataobtained from the
posttestapplicationsofthecrosswordandachievementtests.Accordingtothis,itisunderstoodthat
pvalueis0.000andinfavorof6Bgroupsinthecrosswordtestofthegroups.Becausetheaverage
score of the 6B group is considerably higher than the average score of the 6A group.When the
achievementtestdataareanalyzed,itisseenthatpvalueis0.006anditisinfavorof6Bbecauseof
thegroupaverages.
Table3
IndependentSampleT-TestaccordingtothePermanenceTestResults
Tests Groups N Mean Standarddeviation t df pCrossword 6A 26 68.68 24.41 -2.467 46 0.017
6B 22 87.01 27.05Achievementtest
6A 26 59.50 21.52 -1.864 46 0.0686B 22 72.46 26.58
Table3givestheresultsofindependentsampleT-testanalysisofthedataobtainedasa
resultofthepermanencetestapplicationsofcrosswordandachievementtests.Accordingtothis,it
isseenthatpvalueis0.017andinfavorof6Bgroupinthecrosswordtestofthegroups.Because
theaveragescoreofthe6Bgroupisconsiderablyhigherthantheaveragescoreofthe6Agroup.
Whentheachievementtestdatawereexamined,itwasfoundthatthepvaluewas0.068andthere
wasnosignificancebetweenthegroups.Inadditiontothesedata,afullystructuredinterviewform
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analysis,inwhichparticipants'viewsonthefunbook,ispresentedbelow.Fullystructuredinterview
formdatadescriptiveandcontentanalyzesispresentedrespectively.
Thefunbookisanextracurricularactivitythatisrequiredfortherepetitionofsubjectsinthe
sciencecourse.Thestudentscarryoutthisactivityashomework.Theteacherchecksthestudents'
booksduringthecoursehours.Inspiteofthisobligationofthecourseteacher,somestudentsdid
notusethisbook.
Table4
ExperimentalandControlGroupsEntertainmentBookUseCases
Groups Funbookusers Notusersfunbook Total
ExperimentalGroup(6/A) 18 9 27
ControlGroup(6/B) 29 0 29
Table4showsthat18studentsfromtheexperimentalgroupusedthefunbookwhile9do
not.Theentirecontrolgroupusesthefunbook.Sincetheexperimentalandcontrolgroupswere
chosenrandomlyinthementionedapplicationgroups,thestudentswhodidnotusethefunbook
despitethenecessitycameintotheexperimentalgroup.Thedataobtainedasaresultofqualitative
analysisarepresentedbelow.Descriptiveanalysisandsomedataarepresentedwithtables.Content
analysisisgivenwithquotations.
Table5
FullyStructuredInterviewFormMostRepeatedExpressions
Expressions(N:47) f %
Ilearnsubjectswithfun 24 51.06
Tolearnandnotforgettopics 20 42.55
Funlessontodorepetition 19 40.43
Repeatingtopicsandmakesmenotforget 17 36.17
It'sverytiringandithurtsmyhand 12 25.53
Ittakestoomuchtime 9 19.15
Table5showsthatthemostrepeatedexpressionsappearintheinterviewform.According
tothis,thefirstthreemostfrequentlyrepeatedstatementsare;Iamlearningsubjectshavingfun
with51.06%(f:24),tolearnandnotforgetthesubjectswith42.55%(f:20)andtomakefun
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repetitionofthecoursewith40.43%(f:19).Theme-categoryandcodesmadeoutofthisdataare
presentedbelowwithexcerpts.
Theme1WhyFunBook
Thereasonsforusingthefunbookwereanalyzedunderthistheme.Table6obtainedasa
resultofdescriptiveanalysisinthethemeispresentedbelow.
Table6
TheResultsoftheDescriptiveAnalysisofWhyFunBook
Category EG(N:18) f % CG(N:29) f % Tot(N:47)(f) Tot(%)Tolearnandnotforgettopics
2,3,4,6,7,9,10,
11,14,17
10 55.56 2,6,9,10,15,16,18,20,21,24
10 34.48 20 42.55
Fun repetitiontodolesson
8,15,16 3 16.67 1,3,5,7,8,12,13,
16,17,19,20,21,
23,27,28,29
16 55.17 19 40.43
Teacher wantsor to takenotes
1,5,12,13,18
5 27.78 4,14,22 3 10.34 8 17.02
Table6showsthatthemajority(55.56%)oftheexperimentalgroupstudentsusedthefun
booktolearnandnotforgetthesubjects.Themajority(55.17%)ofthecontrolgroupstudentsused
thefunbooktomakerepetitivelessons.Ingeneral,itisunderstoodthat42.55%ofallstudentsused
thefunbooktolearnandnotforgetthesubjects.Apartfromthesedata,thecontentanalysis
excerptsofthecategoriesarepresentedbelow.
Category1ToLearnandNotForgetTopics
Underthiscategory,itisstatedthatthefunbookisusedtolearnandnotforgetthe
subjects.Randomexcerptsfromboththeexperimentalandcontrolgroupsarepresentedbelow.
Nottoforgetwhatwelearned(EG2).Tospendsummaryandlearnbetter(EG9).Inlessons,
everythingorso,tounderstandthesubjectsofthings(EG17).I'musingittolearnsomething
(CG2).Tobetterunderstandandreinforceissues(CG20).Forbetterunderstandingof
questions,knowledge,knowledge,riddles,sciencesubjects(CG24).
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Asitisunderstoodfromthequotationsabove,theparticipantswerefoundtousethesubjectsfor
reasonssuchas“notforgetting”,“learning”better,“understanding”and“reinforcing”.Ingeneral,it
canbesaidthattheparticipantsusedthefunbooktolearnandnotforgetthesubjects.
Category2FunRepetitiontoDoLesson
Inthiscategory,itisstatedthatthefunbookprovidestherepetitionoffun.Random
excerptsfrombothexperimentalandcontrolgroupsarepresentedbelow.
Itsaves.Thesubjectsremaininourminds(EG15).Werepeatthingsandbecomefun(EG16).
Forfunrepetitionoflessonslikecartoons(CG7).Torepeatthescienceinafunway(CG19).
Torepeatthetopicswewantinafunway(CG28).
Theexcerptsaboveshowthatthestudentsusethe“funbook”tobeabletodoit“again”andto
“havefun”.Ingeneral,itcanbesaidthattheparticipantsusedthefunbookbecausetheycould
repeatthesubjectinafunway.
Category3TeacherWantsortoTakeNotes
Inthiscategory,itisstatedthatthefunbookistheteacher'srequestorkeptfortaking
notes.Randomexcerptsaregivenbelow.
Iusethefunbookbecausemyteacherwantsit(EG1).Toreceiveanoralgrade(EG12).So
thatourmindscanstudythefunbookforexampreparation,preparationforclass(EG18).
Becausetogetpoints(CG4).Becauseourteacherwanted(CG14:22).
Excerptsshowthatthestudentsusethefunbooksdtoprepareforthe“exam”,topreparefor
“class”andtotake“notes”.Inaddition,itwasdeterminedthatsomeoftheparticipantsusedthe
“funbook”becauseoftheirteachers'request.Ingeneral,itcanbesaidthatsomeoftheparticipants
usedthefunbookforexampreparation,takingnotesandrequestingteachers.
Theme2ThePositiveAspectsoftheFunBook
Underthistheme,thepositiveaspectsofthefunbookwereanalyzed.Table7obtainedasa
resultofthedescriptiveanalysisinthethemeispresentedbelow.
Table7
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DescriptiveAnalysisofthePositiveAspectsoftheFunBook
Category EG(N:18) (f) (%) CG(N:29) (f) (%) Tot(N:47)(f) Tot(%)Learning thesubject withfun
1,5,9,12,13,17
6 33.33 1,2,6,8,9,12,13,15,16,17,19,20,
22,24,25,26,28,29
18 62.07 24 51.06
Repeatandnotforget
2,3,4,6,8,15,16
7 38.89 3,11,13,14,15,18,20,21,23,27
10 34.48 17 36.17
Exampreparationand takingnotes
1,8,10,18 4 22.22 4,7 2 6.90 6 12.77
Table7showstheexperimentalgroupmostly(38.89%)statedthatthepositiveaspectofthe
funbookwasrepetitionandnotforgetting.Thecontrolgroupstudents(62.07%)statedthatthe
positiveaspectofthefunbookenablesthemtolearnbyhavingfun.Ingeneral,51.06%ofall
studentsstatedthatasapositiveaspectoftheirfunbook,theyprovidedlearningwithfun.Apart
fromthesedata,thecontentanalysisexcerptsofthecategoriesarepresentedbelow.
Category1LearningtheSubjectwithFun
Inthiscategory,itisstatedthatthefunbookprovideslearningwithpleasure.Random
excerptsarepresentedbelow.
Welearnbetter.Welearnmorefun.Wedonotforgetthesubjectbyrepeating(EG9).While
weusethefunbook,webothunderstandandhavefundoingthings(EG17).It'sfunand
keepsitinmind(CG13).Wereconsideratopicandunderstanditbetterbydoingfunthings
(CG15).Learningscientificthingsfun(CG22).
Whenthecitationsoftheparticipantsareexamined,itispossibleforthemtodoit“again”,to
“understand”and“learn”thesubjectbetter.Mostimportantly,moststudentshad“fun”withthe
activities.Ingeneral,itcanbesaidthatthemajorityoftheparticipantsstatedthattheyhadfunasa
positiveaspectofthefunbookandprovidedlearningthesubjects.
Category2RepeatandNotForget
Itisstatedinthiscategorythatthefunbookservestorepeatandnotforgetthe
information.Randomexcerptsfrombothexperimentalandcontrolgroupsarepresentedbelow.
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Itrepeatsthesubjectandmakesusnotforget(EG2).Itallowsustoconsolidatetheissue
better(EG8).Itallowsustorepeatandlearn(EG16).Weunderstandbetterbydoingitagain
(CG11).Reviewandunderstandthesubject(CG18).Whenwerepeatwhatwehavelearned,
wecannotforget(CG21).
Whentheaboveexcerptswereexamined,itwasdeterminedthatthestudentsusedexpressions
thattheywereableto“reproduce”,“reinforce”,facilitate“understanding”andprevent“forgetting”.
Ingeneral,itwasdeterminedthatstudentsperceivedrepetitionpreventionasoneofthepositive
aspectsofentertainmentbook.
Category3ExamPreparationandTakingNotes
Inthiscategory,itisstatedthatthefunbookprovidespreparationfortheexamsandis
usefulfortakingnotesfromthecourse.Randomexcerptsfrombothgroupsaregivenbelow.
Thefunbookincreasesmyoralgrade(EG1).Itgivesmehighmarks(EG8).Studyinghelpsto
preparefortheexam(EG18).Thepositivesideofthefunbookbringsmepoints(CG4).The
positivesidemakesnotes(CG7).
Whentheexcerptsareexamined,itisunderstoodthatthestudentsstatedthatthefunbookhad
positiveaspectssuchas“highscores”andfacilitatingthepreparationforthe“exam”.Althoughthey
aresmallinnumber,itcanbesaidthatsomeoftheparticipantsstatedthattheypreparedtheexam
asapositiveaspectofthefunbookandthatitprovidedtakingnotes.
Theme3TheNegativeAspectsoftheFunBook
Underthistheme,thenegativeaspectsofthefunbookwereanalyzed.Table8obtainedasa
resultofdescriptiveanalysisinthethemeispresentedbelow.
Table8
DescriptiveAnalysisoftheNegativeAspectsoftheFunBook
Category EG(N:18) (f) (%) CG(N:29) (f) (%) Tot(N:47)(f)
Tot(%)
Very tiringand handpain
1,9 2 11.11 4,7,16,17,18,20,
23,24,26,28
10 34.48 12 25.53
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Taking toomuchtime
1,2,6,10 4 22.22 3,15,16,19,22 5 17.24 9 19.15
No negativeaspects
5,7,8,12,15,16,17,18
8 44.44 2,8,9,10,13,21,29
7 24.14 15 31.91
Table8showsthattheexperimentalgroupstudents(44.44%)statedthattherewasno
negativeaspectofthefunbook.Ontheotherhand,thecontrolgroupstudents(34.48%)statedthat
themostnegativeaspectofthefunbookwasthatitwasverystrenuousandcausedhandpain.In
general,itisunderstoodthat31.91%ofallstudentsstatedthatthereisnonegativeaspectoffun
book.Apartfromthesedata,thecontentanalysisquotationsofthecategoriesarepresentedbelow.
Category1VeryTiringandHandPain
Inthiscategory,itisstatedthatthefunbookisstrenuousandthatithurtthehand.Random
excerptsfrombothgroupsaregivenbelow.
Thenegativesideofthefunbookisthatitisverytiring(EG1).Thefunbookmakesusdo
extrawork(EG9).Ourhandsaregettingtired(CG16).Thewritinginthefunbookisvery
tiring(CG20).Ithurtsmyhand(CG23:24).
Asitisunderstoodfromthequotations,itisunderstoodthattheparticipantsstatedthattheuseof
thefunbookwas“exhausting”andthatitwas“painful”becauseoftheconstantwriting.Ingeneral,
itcanbesaidthatsomestudentsstatedthattheuseofentertainmentbookasanegativeaspect
wasexhaustingandhandpain.
Category2TakingTooMuchTime
Inthiscategory,itisstatedthatthefunbooktakestoomuchtime.Randomexcerptsfrom
experimentalandcontrolgroupsaregivenbelow.
Failuretofillduetotimeloss(EG2).Idon'thavetheopportunitytostudythefunbook
(EG6).Idon'thavetimetoplaygames(EG10).Dealingwithexamsandlessons(takingtime)
(CG3).Ittakessometime(CG15).Losetimeandpointswhenyoudomissing(CG19).
Excerptsshowthatthestudentsdidnothavetheopportunitytostudy“otherlessons”duetotheir
engagementwiththefunbook,thattheydidnothavetimeto“play”gamesandthatthefunbook
72
tooktoo“muchtime”asa“negative”aspect.Ingeneral,itcanbesaidthatsomestudentsthought
thatthefunbooktakesalotoftimeasanegativeaspect.
Category3NoNegativeAspects
Inthiscategory,therearestatementsindicatingthattherearenonegativeaspectsofthe
funbook.Randomexcerptsfrombothgroupsaregivenbelow:“Nonegativeaspects”(EG5).“The
downsideisnothingatall”(EG17).“Thereisnonegativeaspect”(CG2:8).“Thereisnothingnegative
aboutthefunbook”(CG13).Whentheaboveexcerptsareexamined,itisunderstoodthatthe
participantsstatedthatthereis“nothing”or“nonegative”aboutthefunbook.Ingeneral,itcanbe
saidthatasignificantnumberofparticipantsstatedthatthereisnothingnegativeaboutthefun
book.Thefindingsoftheresearcharediscussedtogetherwiththeliteratureinthediscussion
section.
Discussion
Inthisstudy,academicachievementoftheparticipantswasfollowedwithtwoscales.The
firstscaleistheuseofcrosswordfunbooks.Accordingtothepre-test,post-testandretentiontest
results,thecontrolgroupstudentsweremoresuccessfulthantheexperimentalgroupstudents.
Studentsinthecontrolgroupalwaysmaintainedthedifferencebetweentheexperimentalgroup
studentsandthatsuccesswasevidentevenaftertheapplicationwasgiven.ThisissimilartoCoşkun
etal.(2012)findingsinwhicheducationalgamescontainingscientificstoriespositivelyaffected
academicachievement.Infact,theeffectofstudentpositivedevelopmentonacademicsuccessis
known(Balloetal.,2019).
Thedatashowedthatthefunbookusedintheexperimentalstudywasdidnotincreasethe
successoftheexperimentalgrouppositively.ThisissimilartofindingsfromMaden(2011)who
foundthatjigsawgames,suchascrossword,donotmakeasignificantdifferenceintermsof
academicachievementandremembering.Similarly,Aydemir(2012)alsofoundthattheuseof
onlinecrosswordbyexperimentalgroupstudentswasnotbetterthanthecontrolgroupintermsof
academicsuccessandretentionofknowledge.Thissituationdoesnotmatchtheresearchfindings.
73
Thesecondscaleusedtodetermineacademicachievementistheacademicachievement
test.Thereisnoacademicdifferencebetweentheexperimentalandcontrolgroupsinthepretest
resultsofthistest.However,whentheposttestresultsareexamined,itcanbesaidthatthe
academicachievementofthecontrolgroupparticipantsishigherthantheexperimentalgroup
participants.Also,onemonthaftertheapplication,therewasnosignificantdifferencebetweenthe
experimentalandcontrolgroups.Thissituationisquitesignificant.Itcanbesaidthatthefunbook
usedbytheexperimentalgroupparticipantsdidnotaffectthedifferentiationofacademic
achievement.Althoughithasbeenfoundthatbecausetheacademicsuccessofonemonthafterthe
applicationdidnotdifferatthelevelofthegroups,itcannotbesaidthatthefunbookgenerallyhas
apositiveeffectontheacademicachievementoftheexperimentalgroup.Similarly,Kapıkıranand
Kıran(1999)foundnosignificantdifferenceinacademicachievementintheirhomework
assignments.Thisdiffersfromotherstudents,suchasKarataş-ÖzürandŞahin(2017)whofoundout-
of-classactivitiespositivelyaffectedacademicachievementandBozdoğanandKavcı(2016)who
foundthatout-of-classactivitiesincreasedacademicachievementinbothexperimentalandcontrol
groups,butincreasedinfavoroftheexperimentalgroup.Finally,Akçayetal.(2014)foundthat
multiplewritingactivities(suchasfunbook)hadapositiveeffectonstudentacademicachievement
andconceptlearning.Thesefindingsdonotmatchtheresearchfindings.
Thedatashowedthatthefunbookhadnopositiveeffectontheexperimentalgroup.The
interviewportionofthisresearchhelpedtoexplainthisingreaterdetail.Inthedescriptiveanalysis,
18studentsfromtheexperimentalgroupusedthefunbookwhileninedidnot.Theentirecontrol
groupusesthefunbook.Sincetheexperimentalandcontrolgroupswerechosenrandomlyinthe
mentionedapplicationgroups,thestudentswhodidnotusethefunbookdespitethenecessity
cameintotheexperimentalgroup.Itcanbesaidthatthefactthatonethirdoftheparticipantsin
theexperimentalgroupdidnotusethefunbookatallaffectedtheacademicachievementlevel.
Secondly,itwasdeterminedthatfivestudentsfromtheexperimentalgroupandthreestudents
fromthecontrolgroupwantedtheteacherstousetheteacher'sbookornottodroptheirgrades.
74
Thisisespeciallyimportantforexperimentalgroupstudents.Becauseoftheexperimentgroup
consistingof27participantsintotal,nineofthemdidnotuseanybookandfiveofthemused
becauseteacherwanted.Infact,theyusedthebooksreluctantly.Itisnotthoughtthatinvoluntary
activitieswillaffectacademicachievementpositively(Balkıs&Duru,2010;Ilgar,2004).Thus,itis
assumedthat14oftheexperimentalgroupstudentsdidnotusethefunbook.Inthiscase,itcanbe
saidthatitisnormalfortheexperimentalstudytonottohaveapositiveeffectontheacademic
achievement.Similarly,Aybeketal.(2011)foundthatstudents'participationrateinextracurricular
activitieswaslow.YuladırandDoğan(2009)foundthatalthoughstudentsincreasedtheir
participationinhomeworkassignments,theydidthisunconsciously.
Whentheparticipants'viewsonthefunbookwerequestioned,thefirstthreemost
commonlyusedstatementswere;“Ilearnthesubjectswithfun”51.06%(f:24),“tolearnandnotto
forgettheissues”42.55%(f:20)and“tomakerepetitionoffunlessons”40.43%(f:19).Apartfrom
thesedata,themajorityoftheparticipantsusedthefunbookasthereason“forusingittolearnand
rememberthesubjects”and“torepeatthesubjectinafunway.”Inaddition,itcanbesaidthat
someoftheparticipantsusedthefunbookforexampreparation,takingnotes,andteachers'desire.
Similarly,OkandÇalışkan(2019)consideredactivitiessuchashomeworkasreinforcingtohelpthe
studentinnotforgettingknowledge.Ingeneral,studentswhothinkandwhoareinterestedin
sciencecareerhaveahighattitudetowardssciencelessons(Gibson&Chase,2002).Inaddition,
Gediketal.(2011)foundthatthestudentsvaluedthefunbooksbecausetheyprovidedrepetition
andconsolidationofhomework.Thesefindingsaresimilartothoseofafullystructuredinterview
form.
Whenthepositiveandnegativeaspectsofthefunbookareexamined,itcanbesaidthatthe
majorityoftheparticipantsstatedthatthefunbookprovideentertainmentasapositiveaspectof
thefunbook.Inwasalsoshownthatasignificantnumberofparticipantspreferredfunbooks
becausetheyprovidedrepetition.Finally,funbookswerepreferredbecauseithelpedinthenote-
takingprocess.Similartosomeoftheabovefindings,AppelbaumandClark(2001)alsoshowedthat
75
funisimportantformotivationinscienceeducation.Gopalanetal.(2016)foundapositiveand
statisticallysignificantrelationshipbetweeninteresting,funandentertainmentandstudents'
motivationtolearnscience.ÇakırandÜnal(2019)emphasizedthatstudentsshouldbegiven
homeworkassignmentsinpreparationfortheexam.Whenthenegativeaspectsofthefunbookare
questioned,itcanbesaidthatonequarterofallparticipantsstatedthattheuseofthefunbookasa
negativeaspectwasexhaustingandhandpain.Itisalsoavailabletoparticipantswhohavestated
thatthefunbooktakesalotoftime.Apartfromthese,itcanbesaidthatasignificantnumberof
participantsstatedthattherewasnonegativeaspectofthefunbook.Similartotheabovefindings,
Meydanlıoğlu(2015)emphasizedthatstudentsshouldperformsignificantphysicalactivityoutside
ofschool.Thefindingsinthisstudyareconsistentwiththetimeemphasisinthestudy.Asamatter
offact,studentscomplainthathomeworkinthefunbooktakestoomuchtime.
Conclusionsandrecommendations
Thisresearchprojectfoundthatthefunbookhadnopositiveeffectontheincreaseof
academicsuccess.Alloftherandomlyselectedexperimentalandcontrolgroupparticipantswhodid
notusethenotebookandthemajorityoftheexperimentalgroupwhoinvoluntarilyusedthebooks
werestudied.Theliteraturesuggeststhatallparticipantsshouldbemotivatedbytheuseoffun
books.Theresearchshowedthatthepositiveaspectofthefunbookenabledstudentstolearn
subjectswhilehavingfun,preventedthemfromforgettingpreviouslylearnedmaterial,andmadeit
easiertoprepareforanexambytakingnotes.
Thisresearchshowsthatprimaryandsecondaryreinforcementscanbeusedprimarilyto
motivatethelearner,butthattheuseofthefunbookhasnoeffectonacademicachievement.
Moreover,theresearchalsoshowedthatsomestudentsclaimedthatfunbookswereexhaustingas
ittookalotoftimetodo.Otherstudents,however,foundnonegativeaspectofusingthefunbook.
Implicationsforhighereducationarelinkedtoteachertrainingforhowtobestusefun
booksintheirteachingpractices.Inhighereducationcoursesthattrainteachers,funbookscan
becomeaunitofstudythatwillhelptheteacherslearninafunwayandwilldemonstratehowthey
76
canadoptthesebooksintheirownclasses.Itwasfoundthatwhenteachersusedthefunbook
themselves,they,likethestudentsinthisstudy,donotforgetthesubjectsduetotherepeatingof
thesubjectinafunway.Theresearchalsoshowedthatthefunbookwhenusedasan
extracurriculartrainingactivity,isespeciallyrecommendedforstudentswhohavelearningdifficulty
inunderstandingthematerialandforstudentswhoareslowerlearnersandneedmoretimein
graspingthesubjects.Newsamplescanbemaderegardingtheeffectofthefunbookonacademic
achievementinhighereducation.
Finally,theresearchshowsthatwhiletherearebenefitstodoingfunbooks,thereneedsto
bemeasurestakentopreventthestudentfromtakingtoomuchtimedoingthegamesoractivities.
Inthiscontext,itisrecommendedthatthefunbookshouldbeusedathomebutshouldnotbe
required.Fromahighereducationalpointofview,theresearchsuggeststhattheuniversitystudent
canalsobetaughttousefunbooksvoluntarilyforreinforcementofmaterialandtoteachbetter
note-takingskills.Thus,forteachersandforuniversityfaculty,itisimportanttonotmandatetheuse
ofthefunbook,thathomeworkassignmentshouldnotbemadecompulsory,andthatalluseof
assignmentsshouldbeoptional.
Thisstudyoffersanalternativemeasurementtoolproposalforuniversityfaculty,teachers,
andcandidateteachersinrecognizingandadoptingcurricularchangeforteachingofscience
education.Funbookscanbeusedasascalethatcanbeusedtoevaluatetheprocessateverystage
ofeducation.Funbooksofferactivitiesforlearningandenablethestudenttohavefunwhiledoing
puzzles,jokes,acrostic,drawing,etc.Thecourseofacademicsuccesschangeswiththeuseofthe
entertainmentnotebook.Theinformationlearnedthroughtheuseofthenotebookremainsupto
date.Theunitprovidesapathforthesmalllearningtobetransformedintohighereducationwith
funrepetitions.Funbookcanoffertheopportunitytorepeatwhatparticipantsorstudentslearn
andtolearnmorepermanently.Funbookcanbeusedinalldisciplinelevelsineducation,especially
sciencelessons.
77
AuthorNote
SalihGülenwasborninIğdır(Turkey)in1984.Hecompletedbaccalaureateandmasteratein
Van(YüzüncüYılUniversity)andPhDinSamsun(OndokuzMayısUniversity).Hepreparedvisualand
virtualcoursematerialsfortheconceptsofscienceinhismaster'sdegree,andworkedonthe
IntegrationofSTEMintoToulmin'sArgumentationModel–theeducationmovementofthe21st
centuryinhisdoctorate.HeworkedinVan,Tekirdağ,Samsun,Muğla(2006-2017).Healsodirected
the“KuşkayasıEducationandScienceJournal”,publishedsemiannuallyonbehalfoftheschool.
Since2018,hehasworkedasafacultymemberatMuşAlparslanUniversity.
TugbaYadigarwasborninAntalya(Turkey)in1992.HighschoollifepassedinAntalya.She
completedhisundergraduatedegreefromNecmettinErbakanUniversityScienceEducation.Shehas
beenworkingasascienceteacheratMuş-MalazgirtMartyrMuhammetFatihSafitürkSecondary
Schoolsince2018.Shehasstartedhisgraduatestudies.
CorrespondenceconcerningthisarticleshouldbeaddressedtoSalihGülen,MusAlparslan
University,Muş,Turkey.Email:[email protected]
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