Investigating the Effect of Concept Teaching Strategy on Academic Success

Abstract

This study examined the effect of concept teaching on students’ learning level of concepts through concept teaching strategy; hence, a quasi-experimental design with pretest–posttest measurements and experimental and control groups was employed. An achievement test was created by the researcher to determine the experimental and control groups; this test was administered to 129 students studying in Grade 3, and the KR20 reliability coefficient was found to be .846. The pretest data were analyzed by independent groups’ t-test. As a result of the analysis, two groups that were identical to each other were randomly assigned as experimental and control groups. While the concepts such as governor, district governor, mayor, and headman, which are the concepts determined from the life science curriculum, were taught to the experimental group with the help of concept teaching strategy, a program-based teaching was conducted for the control group. After 5 weeks of application, a posttest was administered to the experimental and control groups. As a result of the dependent group t-test, a significant increase in the posttest scores of the experimental and control groups was observed. As a result of the independent groups’ t-test, a significant difference was noticed in favor of the posttest scores of the experimental group.