Effect of concept map supported teaching approaches from rules to sample and sample to rules to grammar teaching

Abstract

In this study, the effect of approach from rules-to-sample and sample-to-rules to the teaching of grammar subjects has been analysed. While treating grammar subjects from rules-to-sample and sample-to-rules learning-teaching process in both approaches are supported by the concept map. Application has been maintained for six weeks and data were obtained by applying more assesment instruments to students taking part in experimental and control groups. In practice, pretest - post test model was applied. At the end of the learning-teaching process, achievements of students have been assesed by a variety of assesment instruments, the data gathered has been analysed with the help of statistical techniques such as one-way variance analysis, "t" test, arithmetic averages. 96 students at the level of fourth grade participated the application process; 30 of them participated application from rules-to-sample; 33 students participated application from sample to rules in an active manner, and 33 students in the control group continued to traditional teaching. Assesments have been analysed and results have been compared. As a result of research, results that participants obtained were compared in terms of variables such as students' participation level to teaching process, the time students spent for learning, students' rememberance level of what they have learned. In terms of foregoing variables, meaningful results were obtained in favor of approach from sample to rule. By taking into account of the results obtained, some suggestions have been done aiming to teaching done by teaching strategies and concept maps. (C) 2010 Elsevier Ltd. All rights reserved.