Bilgisayar Destekli retimin Teknik Lise rencilerinin Bili im Teknolojilerinin Temelleri Dersindeki Akademik Ba ar s na ve Kal c l a Etkisi

In a world of rapidly advancing science and technology computer use in education has become inevitable as in all other areas.Traditional methods in teaching computer have some ineffective results in retention of knowledge in education due to thedifferent learning and practice times of students. Therefore, other instruction materials including visual elements, animation andinteractive multimedia instruction elements should be used in computer teaching in addition to traditional methods. Acombination of Multimedia Applications consisting of audio, video, images and written texts sources could be used to explain atopic because Multimedia Applications appeal to more than one sense. Therefore, interaction opportunity will make learningprocess more effective. The study investigates the following questions:1) Is there a significant difference between pretest and posttest scores of control group applied with traditional teachingmethods?2) Is there a significant difference between pretest and posttest scores of experimental group applied with ComputerAssisted Instruction (CAI)?3) Is there a significant difference between posttest and retention test scores of control group applied with traditionalteaching methods?4) Is there a significant difference between posttest and retention test scores of experimental group applied with CAI?This study aims to find out the effect of computer-based teaching activities on the academic achievement and retention oftechnical high school students in teaching vocational lessons compared to the traditional methods. In this regard, this study wasconducted on 32 students of 10th class from Information Technologies Area of Technical High School in Ni de Bor. Thestudents were equally separated into control and experimental groups, as each containing 16 students. Consequently, pretestresults of both groups, used to determine the learning levels, were found close to each other. The experimental group was taughtby Computer-Aided Teaching software and the control group was taught by traditional method. Expressions of posttest andretention test were given after four weeks. Achievement test was used as pretest, posttest and retention test while investigating the“Main-board and Boxes” and “Disk Drives” in the vocational lesson of “Fundamentals of Information Technologies”. Retentiontest was performed four weeks later than the posttest. A reliable and valid achievement test composed of 40 questions was prepared, and as a result, data were obtained. an educational software was designed for the “Fundamentals of InformationTechnologies” course. Thi