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:sgnova@windowslive.com

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