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Effectiveness of the Project-Based 6E Learning Model

Şeyma Şahin
Şeyma Şahin
 e 
Abdurrahman Kiliç
Abdurrahman Kiliç
   | 28 mar 2023
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Article Category: Research Article
Pubblicato online: 28 mar 2023
Pagine: 31 - 48
DOI: https://doi.org/10.2478/eurodl-2023-0003
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© 2023 Şeyma Şahin et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.

Figure 1.

Project-based 6E learning model.
Project-based 6E learning model.

Human Values Scale: pre-test and post test results

Factor Test n Mean Std. deviation t p-value
Total score Pre-test 86 159.83 16.738 –0.879 0.380
Post-test 72 162.21 17.163
Responsibility Pre-test 86 25.38 4.134 –1.312 0.191
Post-test 72 26.21 3.681
Friendship Pre-test 86 27.71 4.725 –0.762 0.447
Post-test 72 28.31 5.092
Being peaceful Pre-test 86 27.41 3.948 –1.002 0.318
Post-test 72 28.03 3.790
Respect Pre-test 86 27.03 3.563 –1.836 0.068
Post-test 72 28.15 4.089
Tolerance Pre-test 86 29.42 3.016 1.738 0.084
Post-test 72 28.57 3.108
Honesty Pre-test 86 22.87 3.803 –0.123 0.902
Post-test 72 22.94 3.524

The effect of the course on the value perceptions of students

Categories Codes
Values information Learning the concept of value Learning the types of values Learning formation of values and its historical process Learning the factors that affect values Learning values education approaches Learning methods and techniques of gaining value
Values overview Gaining awareness towards values Recognising the sources of values Understanding the importance and functions of values Understanding the importance of values Understanding that different values should be respectedRecognising value problems and solutions
Values education at a glance Understanding the importance and necessity of values education Understanding that values can be learned/taught Understanding what values should be given to students Understanding the importance of the school in gaining values Noticing the interaction of student, family and school in values education Understanding that values should be given implicitly Understanding that values education should be supported by activities Understanding that values education should be interdisciplinary
Own values Reviewing and questioning own values Understanding the factors that affect own values Being aware of the values to have and not to haveReinforcing own valuesMaking up missing valuesGaining new values
Teaching perception Understanding the meaning of teaching Having a positive attitude towards the teaching profession Gaining experience towards the teaching profession Understanding the difficulties of the teaching profession Understanding that teachers need to be well trained Recognising the teacher’s responsibility and place in student life Understanding the importance of the teacher and recognising him/her as a model in gaining values Recognising the values that the teacher has and should have Having a change in how to consider students Understanding the importance of teachers’ relationship with students and parents Gaining motivation to give positive value to students Gaining motivation to be a good teacher

Project-based Virtual Learning Competencies Scale: pre-test and post-test results

Factor Test N Mean Std. deviation t p-value
Total Pre-test 86 81.80 12.668 –3.602 0.000
Post-test 71 90.07 16.093
Introduction Pre-test 86 15.83 2.347 –2.840 0.005
Post-test 71 17.01 2.896
Execution Pre-test 86 18.16 3.511 –3.101 0.002
Post-test 71 20.00 3.906
Conclusion Pre-test 86 14.08 3.152 –4.479 0.000
Post-test 71 16.28 2.953
Working with a group Pre-test 86 22.43 3.966 –3.282 0.001
Post-test 71 24.69 4.662
Self-control Pre-test 86 11.30 2.087 –2.038 0.043
Post-test 71 12.08 2.719

Project-based Virtual Learning Competencies Scale: dimensions and items

Dimension Item
Introduction I can get information for project work. I can do a literature review for project work. I can work by myself. I can choose appropriate project topics.
Working with a group I can take an active role in the project subject. I can communicate with my project group friends. I can guide project group mates. I can distribute the work of the project work. I can work with a project group. I can create a discussion environment about the project topic.
Self-control I can work patiently. I can tolerate criticism of my work. I can use time wisely.
Execution I can analyse the information obtained through project work. I can develop appropriate strategies while trying to solve the problem situation. I can synthesise information obtained through project work. I can notice complications between the resources I scan. I can work for a long time without worrying about solving problems.
Concluding I can present project work. I can publish project work. I can report project work. I can evaluate the work of my project group and other groups.

Chapter topics

Week Topics
1 Meeting
2 Briefing about the course
3 Basic concepts, classification of values, formation of values and historical process
4
5 Factors affecting values
6
7 Curriculum and values
8
9 Teaching materials, technologies and values
10
11 Teacher–student relationship and values
12
13 Teachers’ professional responsibilities, their relations with their colleagues and administration, and values
14

Students’ views on the model

Categories Codes
Positive Negative
Design of the course Efficient/instructive/important/effective Interesting/beautiful/enjoyable Permanent learning by experience Student at the centre/active, teacher guide Never experienced before Getting easier over time Tiring/difficult/complex/intense Teacher passive/no narration Inefficient/not permanent Boring/monotonous Less teacher–student interaction Lesson time is short, the classroom is crowded
Individual study Discovering new knowledge/learning Research/advancement in investigation Enjoyment Associating old and new knowledge Tiredness/strain The ‘What else can I learn’ part is unnecessary
Group study Interacting with friends/socialisation Funny/have a good time Reduction of the workload Providing motivation Providing peer learning Failure to fulfil responsibilities Difficulty getting together Large number of people in the group Lack of group consciousness Negatively affected group score
Gaining skill Collaboration/group work Planned study Leadership
Gaining value Patience Responsibility/cooperation Tolerance/empathy Unity and solidarity Being open to criticism Different perspectives
Problem-solving Gaining research skills Learning to identify the problem Learning data collection and data analysis Gaining the ability to produce results Gaining different perspectives Gaining multidimensional thinking skills Enjoyment Difficulty in determining the problem Difficulty in collecting data
Presentation Learning from others’ presentations Gaining presentation/speaking skills Gaining teaching experience Gaining self-confidence Finding peer assessment effective Gaining evaluation skills Having a fun time Inability to listen and focus on presentations Difficult and stressful presentation each week No specific feedback for groups Insufficient presentation time
Reporting Learning to write articles, theses and reports Realise own mistakes Creating products Being tiring and frequent Not providing examples Short delivery time

Pre-test/post-test experimental design without control group

Group Pre-test Procedure Post-test
D O1 X O2
eISSN:
1027-5207
Lingua:
Inglese
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