Abstract
In this research, the effect of reducing procrastination tendency on the academic achievement of pre-service science teachers in the physics course was investigated. In this, a quasi-experimental research design was used, which included the experimental and control groups. Each group consisted of 35 pre-service science teachers. Both groups were taught a physics course at the undergraduate level by the same lecturer. While reducing procrastination tendency activities and strategies were applied in the experimental group, the conventional teaching method was applied in the control group. Data were collected by Physics Achievement Tests developed by the researcher for use in previous researches. Data analysis was tested, using IBM SPSS 22.0 statistical package program by taking into account the importance level between pre-test and post-test. After analyzing the data, in light of the findings of the research, the academic achievement of pre-service science teachers in the experimental group was found to be higher than the academic achievement of the candidates in the control group. Thus, it has been determined that special strategies and sanctions related to reducing procrastination tendency in the experimental group have a positive effect on achievement. For this reason, special strategies and positive sanctions can be applied to decrease procrastination tendency to increase the achievement in physics course of pre-service science teachers. Key words: Achievement in physics course, pre-service science teacher, procrastination tendency.
Highlights
It is known that the accession of the countries to the level of contemporary civilization depends on the researches and discoveries made in the field of science
After pre-test achievement mean values were analyzed as they can be seen in Table 1, the mean scores of the experimental group was found as X = 61.02, and the mean score of the control group was X = 60.92, and standard deviations of the pre-test of the control and the experimental groups were determined as SD =13.48, SD = 13.39, respectively
In this research, which investigated the effect of reducing procrastination tendency in teaching physics course, it was shown that reduction of procrastination tendency had a positive effect on academic achievement
Summary
It is known that the accession of the countries to the level of contemporary civilization depends on the researches and discoveries made in the field of science. The research methods and outcomes of physics affect other branches of science and, due to this fact; find wide application in practice Nalcaci et al, 2011). The fact that physics has a wide application area and increase its effect on the prevalence, it affects both thought system and view of nature as well as events in nature (Landau, 2006). Physics is the understanding of nature, learning the causes and consequences of natural phenomena and expressing them with mathematical methods.
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