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Article Citation - WoS: 27Citation - Scopus: 56Improving Students' Chemical Literacy Levels on Thermochemical and Thermodynamics Concepts Through a Context-Based Approach(Royal Soc Chemistry, 2015) Cigdemoglu, Ceyhan; Geban, OmerThe aim of this study was to delve into the effect of context-based approach (CBA) over traditional instruction (TI) on students' chemical literacy level related to thermochemical and thermodynamics concepts. Four eleventh-grade classes with 118 students in total taught by two teachers from a public high school in 2012 fall semester were enrolled in this particular study. The treatments were randomly assigned to the already formed classes; experimental groups were treated as CBA, the control groups as TI. Each teacher had one experimental and one control group. Open-ended contextual item sets were developed to assess students' chemical literacy level in thermochemical and thermodynamics concepts. The test was administered to both groups as a post-test at the end of the implementation. Students' responses to item sets were analyzed based on the rubric prepared as the answer key. Analysis of Covariance (ANCOVA) was used for interpreting the data. The results reveal that CBA is superior to TI on improving students' chemical literacy levels, implying that CBA, as a discussion platform for concepts through real-life experiences, has a significant role in increasing students' chemical literacy levels in abstract and difficult concepts regardless of the gender difference.Conference Object Determinants of General Chemistry Success of Engineering Students in Pltl and Traditional Classroom: State Anxiety and Test Anxiety(E D P Sciences, 2018) Eren-Sisman, Ece N.; Cigdemoglu, Ceyhan; Geban, OmerThe purpose is to find out whether state and test anxiety can predict general chemistry grade in peer-led team learning group (PLTL) and non-PLTL groups and to explore their predictability of the grade after controlling the influence of trait anxiety. The sample consisted of a total 128 freshman engineering students attending general chemistry in a private university. STAI and RTT instruments and exams were used to generate data which were analyzed by using standard and hierarchical multiple regression. The findings revealed that in both groups the combination of predictors is significantly related to general chemistry grade, having the strongest unique contribution of test anxiety; however, it was only statistically significant for PLTL group. After controlling the effect of trait anxiety, test anxiety still makes a unique significant contribution for PLTL group. Accordingly, test anxiety can be used to predict the general chemistry grade of PLTL students.
