The Effect of Web Pedagogical Content Knowledge and Study Approach on Academic Achievement in Web-Based Learning

Abstract

The aim of this study is to examine the effect of web pedagogical content knowledge (WPCK) and learning styles on the academic achievement of students in web -based learning. The research was conducted with 49 students (25 for the experimental group and 24 for the control group) who were studying in the department of Computer Education and Instructional Technology in Ahi Evran University in the 2014-2015 academic year's fall term. A quasi -experimental design with a pretest-posttest and control group was used in the research. While students included in the experimental group took a lesson in a web -based environment, students included in the control group used traditional methods. In the collection of the data, the study approaches scale; WPCK and academic success test were used. According to the findings obtained in the research, study approaches preferred by the students did not lead to a significant difference in the post-test academic success scores. It was also detected that there were no significant differences among the post-test academic success scores of the students in the experimental group and control group. Another finding was the lack of a significant relationship among the WPCK and post-test academic success scores of the students in the experimental group.