Academic Success Test Research Articles

Tarihi Bilimsel Deneylerin Ortaokul Öğrencileri ile Yeniden Yapılmasının Öğrencilerin Akademik Başarılarına ve Kelime İlişkilendirme Düzeylerine Etkisi

This study aims to investigate the impact of faithfully reconstructing the experiments in the history of science on the academic success and word association levels of secondary school students. It uses the one-group pretest-posttest weak experimental design, which is one of the mixed experimental designs. It was carried out for six weeks with 13 students in seventh grade in the physics group for the Development of Special Talents in a Science and Art Center located in Istanbul in the 2021-2022 academic year. During the practice, three experiments were performed by the students. Academic Success Test and Word Association Test, formed by the investigators, were applied to the students as a pretest and a posttest. A significant difference was found between the students’ pretest and posttest academic success scores, which was in favor of the posttests. It was seen that new relationships were established between the concepts after the practice.

THE EFFECT OF STEM ACTIVITIES ON THE SCIENTIFIC CREATIVITY AND ACADEMIC SUCCESS OF STUDENTS

The purpose of this study is to identify the effect of Lego based STEM (Science-Technology-Engineering-Mathematics) activities on the scientific creativity and academic success of middle-school 6th grade students. In the study, the semi experimental research method which is one of the experimental research methods was used. The study was carried out at a state middle-school in the spring semester of the 2017-2018 academic year. At the school in which the study was carried out, the students were applied the Scientific Creativity Scale (SCS) and the Academic Success Tests. A total of 85 students participated in the study. In the study group, 29 students were separated as the control group, 28 students as experimental group-1 and 28 students as experimental group-2 by the researcher. The application lasted for 7 weeks. In the experiment groups, the physical sciences lessons were taught together with the Lego based STEM activities. In the study, scientific creativity scale and Force and Motion Academic Success Test (FMAST), Properties of Matter Academic Success Test (CMAST), Animals Academic Success Test (AAST) and Sound Academic Success Test (SAST) were used. Whether the pretest-posttest difference related to the groups displayed normal distribution was checked with the Kolmogorov-Smirnov test. In scales and tests in which it was not possible to achieve normalcy assumption, the Wilcoxon Signed Ranks Test and in those in which it was possible toachieve normalcy assumption, the Paired Samples T test was done. In the comparison of the groups’ posttests, the Single Factor Variance Analysis (ANOVA) was carried out. As a result of the study, a significance difference was found in favor of experiment group-1 in the originality dimensions related to SCS. In the analysis of the academic success tests, a significant difference was not found only in the posttest scores related to CMAST. In the posttest results of FMAST, AAST and SAST, a significant difference was found in favor of experiment group 1. In addition, in the analysis in which the posttest scores of the groups related AASTwere compared, a significant difference was found in favor of the experiment groups. As a result of the study, it was determined that the scientific creativity of the students in the experiment groups in which Lego based STEM activities were carried out developed and their academic success increased.

The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements

In this study, it was aimed to examine the critical and creative thinking, multidimensional 21st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21st century skills and academic achievements.

The use of educational games within the structure and properties of matter unit in science class

Given the rapid pace of science today, we can feel the influence of it in all aspects of our lives. Therefore, it is aimed to raise individuals with advanced thinking skills who learn and use knowledge in science class and can combine science and technology. In line with such purposes, it is believed that different methods and techniques are required to be used within classes. In this study, educational game techniques have been used in teaching of the “Structure and Properties of Matter” unit in science class and the effects of this teaching technique have been researched to measure the academic success of students as well as the opinions of students and teachers. Mixed research design has been employed within the study. Control group pre-test - final test model has been preferred for the quantitative dimension of research. “Academic success test on the structure and properties of matter” developed by the researcher has been used for the collection of the quantitative data. In the qualitative dimension of the research, semi-structured interviews, researcher's observations and diaries, and science journals of students have been utilised. According to the findings obtained, educational game has positively affected the students, increased the course success (p<.05) and participation in the course. A significant change has been observed in the success levels of the students and a positive change has been found in their views on the Science lesson.

The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

The Effect of the Computer-Based Analogy Used in Science Teaching on Learning Outcomes

The aim of this study is to examine the effects of computer-based analogy (CBA) used in science teaching in terms of the unit of Structure and Properties of Matter on seventh-grade students’ academic success. The attitudes of students against science teaching lesson were also described in this study. This study was applied to 60 seventh-grade students from two different classes of the same teacher from a public school in Köprübaşı/Trabzon. In the study, pre-test – post-test control group quasi-experimental research model was used. The remarks of the students were described by content analysis within the context of qualitative research method. During the research period, computer-based analogy method wasapplied to the experimental group; on the other hand, traditional teaching method was applied to the control group. In the study, quantitative data as data collection tool was collected through academic success test prepared by the researcher. On the other hand, qualitative data was collected through an interview form, including open-ended questions formed by consulting experts. The results of the study show that the computer-based analogy method is more effective than the present program applications in terms of students’ academic success in science lessons and permanence of knowledge. The results of the qualitative data analysis show that the students had positive views related to the lesson made by the computer-based analogy method.&nbsp

A Study on the Efficacy of the Integrated Program Design on Teaching the Theme of “Science and Technology”

This study was made in order to determine the impact of the education, based on the integrated curriculum that was developed for the theme of “Science and Technology”, on the academic success of the students and the views of the students and teachers, participating in the study, on the integrated curriculum. In this study, based on associating five different lessons, it was examined whether information that is learned in different lessons can be transferred, or not. The study was performed at a middle school, at a middle-class socioeconomic level in the province of Ankara, in the academic year of 2014-2015. In this study, in which the quantitative and qualitative research methods were used together, the mixed method was adopted. In the quantitative aspect of the study, the experimental pattern, with pretest-posttest control groups, was used. In the study, the social studies, Turkish language, sciences, visual arts and elective folk culture lessons were studied with the experimental group students by being associated with each other. And in the control group, the existing lessons were studied according to teachers’ routine lesson plans with a disciplinary concept. As the academic success test was used in the quantitative aspect of the study, the semi-structured interviews were made with the students and the teachers who conducted the lessons of the experimental group, in the qualitative aspect. Furthermore, the students’ study documents, researcher field notes and observations were benefited from as the qualitative data collection instruments. For the analysis of the quantitative sub-problems of the study, SPSS 17.0 package program was used. In the analysis of the quantitative data, two-way analysis of variance (ANOVA) was used; and content analysis in the analysis of the qualitative data. According to the analysis of the obtained data, it was determined that the lessons, performed with the integrated curriculum, were more effective than the existing one, in terms of academic success. As the result of the interviews that were made with the students, it was found that the students liked the lessons, studied with the integrated curriculum model, more. Together with this, it was concluded that the integrated curriculum -based education was more effective with regard to the teaching of the complex subjects. It was also found in the study that the students transferred information that they learned in a lesson to another lesson. It is thought that this study will give an idea to both researchers and teachers, who are the appliers of the lessons, at the point of associating and applying different lessons, based on the integrated curriculum in particular.

Eşitsizlikler Konusunun Öğretiminde Problem Kurma Yaklaşımının Akademik Başarıya Etkisi

Bu araştırmanın genel amacı, problem kurma yaklaşımının öğrencilerin akademik başarısına etkisini incelemektir. Araştırma, 2014-2015 Eğitim Öğretim yılının ikinci döneminde, Kastamonu ili merkez ilçesinde Milli Eğitim Bakanlığı’na bağlı faaliyet gösteren bir devlet okulunun sekizinci sınıfında öğrenim gören toplam 39 öğrenci ile yürütülmüştür. Çalışma kontrol gruplu yarı deneysel desen modeline göre gerçekleştirilmiştir. Yansız atama ile belirlenen iki sınıftan biri deney grubu (n=19), diğeri ise kontrol grubu (n=20) olarak seçilmiştir. Araştırmada deney grubunun yer aldığı dersler problem kurma yaklaşımına dayalı planlara göre problem çözme ve kurmayı içeren etkinlikler ile yürütülmüşken, kontrol grubuna ise deney grubundaki problemler çözdürülmüştür. Araştırmada nicel veriler, öğrencilerin akademik başarısını ölçmek için geliştirilen akademik başarı ölçeği kullanılarak toplanmıştır ve gerekli istatistikî teknikler belirlenerek SPSS (Statistical Package for Social Sciences) paket programı yardımı ile analiz edilmiştir. Görüşmelerden elde edilen veriler ise içerik analiz yaklaşımı ile ele alınmıştır. Araştırma sonucunda, araştırma­ya katılan deney ve kontrol grubu öğrencilerinin akademik başarı testinden aldıkları test puanları arasında manidar bir farklılaşma olmadığı belirlenmiştir [t(37)= 1,963, p>.05]. Ancak deney grubunda yer alan öğrenciler problem kurma yaklaşımına dayalı etkinliklere yönelik olumlu görüş bildirmişlerdir.

Effect of Stem-Based Activities Conducted in Science Classes on Various Variables

The aim of this study was to examine the effect of STEM-based activities conducted in fourth-grade primary school science classes on students’ scientific process skills, problem-solving skills and academic success. The study used the experimental model and was carried out according to the pretest-posttest experimental design with a control group. The study group of the research was made up of fourth-grade students at a primary school in the centre of Karaman province. The “Basic Skills Scale”, “Problem-Solving Skills Scale” and “Test of Academic Success” were used as data collection tools. Another finding of the study was that the posttest academic success test scores of the students in the experimental group were significantly higher than those of the students in the control group. This finding reveals that the implementation of a STEM-based activity on the subject of simple electrical circuits was effective on academic success (U=109.000 p<.01). Following the instruction carried out on the experimental and control groups, there was no significant difference in the mean posttest Basic Skills Scale scores of students in the experimental group on which the STEM-based activities were applied. Moreover, it was determined that the mean posttest Problem-Solving Skills scores of students in the experimental and control groups participating in the study did not show a significant difference (U=201.500 p>.05). This finding reveals that the STEM-based activities did not have a significant effect on basic process skills or problem-solving skills.

Fen Bilimleri Öğretiminde Araştırma ve Sorgulamaya Dayalı Öğrenme Yaklaşımının Öğrencilerin Akademik Başarısına Etkisi

In this study, the effect of inquiry based learning approach for students’ academic success in science teaching. The research made in 2013 – 2014 academic year in a middle school in Bursa, 15 students in total who were educated in the third grade of a middle school. In the study, the embedded research pattern in mixed method types, “The Electric Unit Academic Success Test” and “Half-Structured Meeting Questions” were used. The data collected via Half - Structured Meeting Questions was analyzed, pre-test and final test results were supported with the data collected by the meetings made with the students. SPSS software was used for the statistical analyze of quantitative data. Kolmogorov Smirnov test was used to examine normal distribution of the points; t-test was used for the mean and standard error values with dependent groups. The meeting form was made of open-ended questions and content analyze of the data was made by the researcher. In the research, qualitative and quantitative data supported each other, the score difference of pre-test and final test were high for the students. According to the result of quantitative data, the students’ interest were increased to the subjects, their hand skills improved, they learned better by experiencing, their curiosity sense increased, they enjoyed learning and attended to the subjects more effectively.

Investigation of Relationship Between Theoretical Practice Course Success and Attendance

The aim of the study is to determine the relationship between the attendance of theoretical and applied field courses and the success status of the students attending Sports Science Faculty. The data of the study consisted of 68 female and 88 male students in the Faculty of Sports Sciences; two lectures and two practicals, and 624 grade points and 14 weekly course hours. The data were obtained from course attendance schedules of the instructors and transcripts from the academician information system. In the analysis of the data, descriptive statistical analysis in the SPSS (Ver.22) package program, the direction and strength of the relationship between dependent and independent variables in relation by the Pearson product moment correlation analysis, course attendance and academic success test by regression analysis was determined. There was a moderate, positive, and meaningful relationship between attendance and academic achievement (r = 0.528, p <.01). There was a moderate, positive and significant relationship between attendance and academic success in both theoretical and applied courses (R = 0.610, p <.01, r = 0.575, p <.01). As another result; there is a significant relationship between the predictor variable attendance and the academic success, which is the predictor variable (r = 0.528, p <.050). According to this result; it can be said that 28% of the variance related to academic achievement is explained with the attendance.

The Influence of the Augmented Reality Application on Students' Performances in Ottoman Turkish Readings

The use of Augmented Reality Technologies, which has been developed in order to enrich the environment of education and training and provide permanent learning, has been increasing day by day. In this sense, it is important to analyze the use of augmented applications in education and training environments. In this study, We have aimed to determine students' academic success levels and their satisfactions through the use of augmented applications in Ottoman Turkish reading which students have difficulties learning. For this purpose, an experimental study has been conducted with 60 students, 30 from experimental and 30 from control group, studying in the department of Turkish studies in the faculty of Education Faculty of Agri Ibrahim Cecen University. The experimental and control groups have been chosen at random. The study has lasted totally 4 weeks- 1 weeks as pilot 3 weeks as application. The academic success test, that has been prepared to assess students' academic success, prepared by experts and covered 7 weeks, has been applied as the pre-test in the beginning and final test at the end of the process. Additionally, a semi structured interview has been carried out with randomly chosen students from the experimental group. The views of students about the use of augmented reality in Ottoman Turkish readings have been taken into consideration and the level of their satisfaction has been determined. After analysis of the obtained data, it has been understood that there is a meaningful difference between the average academic success grades of the experimental and control groups. The analysis of the findings, obtained by the semi-structured interview, are still continuing. According to the first findings, it has been observed that the use of augmented reality in education and training environment has positive contributions to student success and satisfaction.

The Effects of Training – Based on Knowles’ Adult Education Principles – On Participants

In this research, it is planned to identify the effect of adult education principles of Knowles based first aid training on participants. Accordingly, this study aims to identify academic success of participants and analyze their views related to their first aid knowledge levels before and after the application of first aid training. Also, participants’ views about training have been taken after first aid training. Within this context, research problem is: “What is the effect of first aid training on participants? Mixed design research model has been used in this research. Study group of this research include 120 participants from different sectors and institutions who attend first aid training. Within the scope of this study, academic success test, participants’ views about their first aid knowledge levels survey and participants’ views about training survey have been applied. Within the context of this study, it is concluded that first aid training -which is planned on basis of adult education principles- increases academic success related to first aid topics and that participants’ views about their first aid knowledge change in a positive way after first aid training program.

7. Sınıf Çember ve Daire Konusunda Basamaklı Öğretim Uygulamasının Öğrencilerin Matematik Dersine İlişkin Akademik Başarı ve Tutumlarına Etkisi

The purpose of this study is to identify the effect of layered curriculum use for the 7th Grade “Circle and Circular Region” subject on academic success and attitude towards Mathematics. In the study designed as a quantitative one, “pretest-posttest experimental design” was used. Participants included 44 students (22 in experimental group, 22 in control group) attending IMKB Secondary School of Bartın during the 2016-2017 school year. The experimental operations of the study lasted for six weeks. Lessons were covered according to the layered curriculum in the experimental group whereas they were covered as it was required by the current curriculum of the school in the control group. As the data collection tool, an academic success test developed by the researchers and the scale of attitude towards Mathematics developed by Önal (2013) were used. For data analysis, SPSS 20.0 statistical package program was utilized. According to the findings, there was a significant difference between pretest –posttest academic success points of experimental and control groups at all sub-dimensions and overall in favor of the posttest.

The Impact of Blended Learning and Social Media-Supported Learning on the Academic Success and Motivation of the Students in Science Education

The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students’ academic success and motivation in Science Education. This research, in which the mixed pattern method is used as research model, took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out “Our Body Systems” unit at 2011-2012 Academic Years. The study groups of the research were; the control group (CG) taught by using the face to face learning, experimental group-1 (EG1) received blended learning model and experimental group-2 (EG2) received social networking supported learning model. Academic success test (AST) and motivation scale for learning science (MSFLS) were used to determine the effects of blended learning and social media supported learning to the students’ successes and motivations in science learning. Besides, a semi-structured interview form was applied to experimental group about the methods and the practices. Quantitative data were analyzed by One-Way Anova in SPSS 17 Statistic Program. Descriptive statistical methods were used to analyze the qualitative data. As a result, while blended learning increase academic success and motivation in a meaningful way compared to face-to-face learning; social media supported learning has a positive impact on academic success and motivation, although this change didn’t make a significant difference compared with the face-to-face learning. There was also no significant difference between academic success and motivation between blended learning and social media supported learning. The results of qualitative analysis carried out for student interviews are aligned with the quantitative results.

The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in “Programming Languages” lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Keleşoğlu, Necmettin Erbakan University in 2015-2016 academic year. “Academic Success Test” developed by researcher, “Attitude Towards Programming Languages Scale” which is adapted into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saraçoğlu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students’ academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.

BİLGİSAYAR DESTEKLİ 5E ÖĞRETİM MODELİNİN IŞIK KONUSUNDA AKADEMİK BAŞARIYA ETKİSİ

This study examines the effects of computer-based 5E learning model according to constructivist approach on the students’ achievement on the Science and Technology class, Light unit. In addition the study aims to determine participants’ thoughts about the application of the study. In the study, a special case method was carried out, which quasi-experimental research design including control group with pre-test and post-test was applied in it, and the data was gathered by the academic success test and semi structured interview forms. The traditional lessons were executed in the control group, and the lesson plans prepared according to computer-based 5E learning model were applied to the experimental group. The lessons for experimental group were executed by benefiting from the sources like MEB Vitamin, Fen Okulu, Phet etc. The study group is comprised of fifty-six 7th grade students from 2 different branches of 23 Nisan Secondary School, located in Gaziantep. The implementation was executed for 4 weeks in the second term of 2012-2013 academic year. The results obtained in this study reveals that computer-assisted constructivist approach is more effective in improving students’ achievement compared to traditional learning method. As for qualitative data analysis results indicate that participated students have favourable opinions about computer -assisted teaching in general.

INVESTIGATION OF SIXTH GRADE STUDENTS’ LEVEL OF ACHIEVEMENT ON THE ADVENTURE OF DEMOCRACY UNIT IN SOCIAL STUDIES IN TERMS OF SOME VARIABLES

The objective of this study is to determine the level of fulfilment of five acquisitions aimed to gain the students in the “Adventure of Democracy” unit of “Power, Management and Society” learning area of sixth grade social studies lesson taught in Turkey, in terms of different variables. The number of researches investing the level of fulfilment of Social Studies lesson’s acquisitions in Turkey is quite limited, and one of the quantitative research methods, the survey method was used in this study carried out for filling this gap in the literature. The academic success test was used in order to collect the research data, the data obtained were analyzed using the SPSS program. At the end of the research, it was observed that the level of fulfilment of the unit’s acquisitions is at intermediate level among students; the level of learning increases with the increase in the level of education of the parents, but this difference is not statistically significant; the academic success of the students living in the city is significantly higher than the students living in the village; and the academic success of the students whose family income level is below 750 TL is significantly lower than the students whose family income is above 750 TL. Keywords: Social Studies Education in Turkey, Democracy Education, Adventure of Democracy

Sosyal Aglarin Egitim Baglaminda Kullanimi

Today, social networks have an important educational potential with their interaction and communication tools and common use rate. In this context, researchers examined effects of social networks on learning with an application that runs on Facebook which is particularly most used social software by students between the ages of 18-24. The research is modeled in pretest-posttest control group design and conducted with 102 participants who are second class students from department of Social Sciences, Usak University Faculty of Education. The participants seperated two groups of experiment and control. The experimental group used the Facebook application developed for the course Methods and Principles of Instruction and control group processed course using traditional way. Measurements have been made through the achievement test which developed by researchers. As a result of the application, according to academic success test scores the experimental group students who used social network-based application for 4 weeks have significant achievement compared to control group students who were studying with traditional methods.

The effect of problem-based learning method in teaching acid-base subject on science teachers' academic success

Sciences is explained as thinking of the nature of knowledge, the process of producing new things with present data (Ayas, Çepni, Johnson and Turgut, 1997), it can also be explained as understanding and examining already known and seen parts of the events and an effort to guess the unobservable events (Çepni, 2005). In science education which starts with these general goals, there are some targets such as knowing and understanding the scientific information, studying and discovering, imaging and improving, being affected and appreciating and practicing (Çepni, 2005). Therefore, training activities and different teaching methods to provide students with these goals are needed. Today, some different training activities, as an alternative to traditional teaching, have been put into practice in order to provide these goals. The easiest way to teach knowledge and processes to students by removing the memorization is to adopt an education of which the students are on the centre in the process of teaching and to teach science lesson which relates with daily life, is far from unnecessary memorized knowledge, focuses on problem solving and has more practice. It also helps to have an attitude towards sciences (Kıyıcı, 2008). Problem-based learning connected to constructivist education has been becoming more and more important due to the fact that it is an approach centered on problems. In sciences, it is crucial to study, examine, deal with problems and practice. Thus, it is necessary to follow acid-base subject with a different teaching method in which the students themselves can be active.
 
 In this study, it is aimed to examine the effect of problem-based learning in acid-base subject to academic success.
 
 The samples of this study are first grade 95 students at Erzincan University in the Faculty of Education Department of Science Teaching. One of the classes has been randomly selected and has formed the experiment group (47 students) and the other one constitute as the control group (48 students). In the experiment group, problem-based learning has been used in acid-base subject and within the control group traditional method has been applied. A 30- question- test covering the whole subject has been prepared with the help of the literature studies related to acid-base subject and already asked questions of Student Placement Examination (SPE), Student Selection Examination (SSE) for the data of this study and academic success test in acid-base subject (ASTABS) of which the first 24 questions are multiple-choice and the rest 6 questions are open-ended and related to concepts that have been prepared. Multiple-choice questions have been mostly selected from daily life and prepared as similar to problem situations. The reliability quotient (Cronbach's Alpha) of the test has been found as 0,705. The analysis of students' answers to the achievement test has been carried out with SPSS 17 Program. The points acquired from pre-test and post-test for the given variables have been compared with independent group T-test.
 
 The pre-test result between the groups is (t(93) = -.371; p<0,05). According to this result, there is no significant difference between the experiment and control groups' average points of ASTABS. While the experiment group pre-service teachers' average pre-test point of ASTABS is X=38.62, the control group pre-service teachers' is X=39.77. The results of post-test between the groups are (t(93)=3,178; p<0,05). 
 
 According to this result, there is no significant difference between the experiment and control groups' average post-test points of ABTABS. While the experiment group pre-service teachers' average post-test point of ASTABS is X=51,77, the control group pre-service teachers' is X=41,96. Conclusion: The experiment group pre-service teachers'-in which problem-based learning (PBL) method has been used- average pre-test points of ASTABS is close to the control group preservice teachers'- in which traditional teaching methods have been used- average points from the same test (Table 1). Before the application, there is no significant difference between these groups and this situation is suitable for defining the efficiency of applied approach. The difference, between the posttest points acquired after the experimental process of the experiment group students to whom PBL approach has been applied and the control group students to whom traditional teaching approaches have been applied, has increased. After the application, a significant difference between the two groups' success has been discovered. These obtained results have shown that the classes to whom problem-based teaching method has been applied learn how to learn and they increase their academic success (Sungur and Tekkaya, 2006), and in the light of previous studies related to improving problem-solving skills, it can be concluded that problem-based teaching method is more effective than traditional teaching methods.