AN ANALYSIS OF CONCEPTUAL DEVELOPMENT OF SIX-YEAR OLD CHILDREN WHO RECEIVED COMPUTER ASSISTED INSTRUCTION AND WHO DID NOT *

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1 AN ANALYSIS OF CONCEPTUAL DEVELOPMENT OF SIX-YEAR OLD CHILDREN WHO RECEIVED COMPUTER ASSISTED INSTRUCTION AND WHO DID NOT * BİLGİSAYAR DESTEKLİ ÖĞRETİM PROGRAMI UYGULANAN VE UYGULANMAYAN ALTI YAŞ GRUBUNDAKİ ÇOCUKLARIN KAVRAM GELİŞİMLERİNİN İNCELENMESİ Prof. Dr. Neriman ARAL Ankara Üniversitesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi ve Eğitimi Bölümü Aydıklıkevler/Ankara aralneriman@gmail.com ÖZET Dr. Aynur BÜTÜN AYHAN Ankara Üniversitesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi ve Eğitimi Bölümü Aydıklıkevler/Ankara a_butun@yahoo.com Bu araştırma anaokuluna devam eden altı yaş grubundaki çocukların kavram gelişiminde bilgisayar destekli öğretimin etkisini incelemek amacıyla yapılmıştır. Araştırmaya anaokuluna devam eden altı yaş grubundaki çocuklardan 50 deney 50 kontrol grubunda olmak üzere 100 çocuk dahil edilmiştir. Deney grubundaki çocuklara on beş hafta süreyle haftada bir kez kavram gelişimini destekleyici bilgisayar destekli öğretim programı uygulanmıştır. Araştırmada Bracken (1998) tarafından geliştirilen Bracken Temel Kavram Ölçeği-Gözden Geçirilmiş Formu ile araştırmacılar tarafından hazırlanan Genel Bilgi Formu kullanılmıştır. Araştırma sonucunda deney ve kontrol grubundaki çocukların kavram gelişimi puanları arasında anlamlı bir farklılık olduğu (p<.05) belirlenmiştir. Anahtar Kelimeler: Okul öncesi eğitim, bilgisayar destekli öğretim, kavram gelişimi. ABSTRACT This study was carried out to investigate the effects of a computer-assisted instruction (CAI) program on concept development of six-years-old children attending to a kindergarten. A total of 100 children of which half of them are in the experimental group and the rest is in the control group was included in the study. Computer assisted instruction supporting concept development of the children in the experimental group was applied during 15 weeks and once a week. Two data collection instruments were used to obtain data for this research: Bracken Basic Concept Scale-Revised developed by Bracken (1998) and General Information Form prepared by the researcher. At the end of the study, a meaningful difference (p<.05) was found between experimental and control group in terms of conceptual development. Key Words: Preschool education, computer assisted instruction, concept development. INTRODUCTION Children s developmental stage and their learning of concepts are closely related. Children learn some concepts more easily at certain developmental stages and they may have more difficulty in learning other concepts at the same developmental stage. Children begin to acquire concepts they interact with people and things around them around one or two years after their birth (Recchia, 1997). However in order to learn the concepts, it is necessary to organize the knowledge in the mind. Beginning with the age of four children s ability to construct concepts improves (Üstün&Akman, 2003). Some children learn basic concepts such as space, amount and time (Zhou&Boehm 2001) which are significant for classroom performance, social interaction (Bradley-Johson, 1999) and cognitive ability (Zhou&Boehm, 2001) * This study was supported by Ankara University, Directorate of Scientific Research Projects. 1

2 after formal education (Bracken, 1998; Wilson, 2004). Acquiring the concepts on time is very important for children s educational experiences. Therefore, it is needed to evaluate the concept development of children and support them in the concept development before they enter the formal education period. Several materials facilitade the children s learning of concepts. In the pre-school period, it is not possible to learn everything in a concrete manner. Thus, some materials that make abstract events and concepts concrete are needed. Computers are among such materials. When used in a proper way computers provide the children with a joyful learning environment (Güven & Şahin 1998; Zembat 1998; Gürcan Namlu 2004; Yaşar 2004). Swick (1989) argues that computers are not an integrated part of the program but supplementary tools that make the program interesting and enrich the learning environment. Developmentally appropriate software can improve children s thinking ability, problem-solving skills, concept development and mathematical skills. Furthermore computer-assisted instruction in preschool education encourages children s motor development (Haughland, 2000; Trepanier-Street et al., 2001), mathematical concept development (Clements, 1998; Haugland, 2000; Clements&Saramo, 2002). It also supports their recognition of geometrical shapes, of distinctions and learning several concepts (Tan, 1985; Williams & Shuard, 1997; Yawkey, 1990; Grubb, 2000; Scoter, et al. 2001). It is found that children receiving computer assisted instruction have more advanced problem solving skills and concept development in relation to those who do not receive such education (Grubb, 2000; Bütün Ayhan & Aral, 2005; Scoter et al.,2001). Computers provide an innovative learning environment integrating sound, colour, movement (Güven & Şahin 1998; Zembat 1998; Gürcan Namlu 2004). Thus, computers can provide both joyful and informative learning environments for preschool children. Concept education which is significant in the preschool period can also be given via computers. Concept education seems to contribute the children s subsequent development. In this study the level of concept development in children of six-year age is examined. The aim of the study is to identify the effects of computer assisted instruction on the children s concept development. METHOD Participants The study is concerned with the six-year old children. In the study there is an experiment group and a control group. The sample of the study were 100 children (52 girls and 48 boys) who are attending a kindergarten. Parents of the children were verbally informed about the study and they expressed their concent for their children`s participation to the study. The subjects were assigned to two groups (experimental and control groups). Each group included the same number of the subjects (each 50 children). Data Collection The data of the study were collected using two tools. The first one, developed by the authors, includes items about children and their families. It is General Information Form the other one is developed by Bracken (1998), Bracken Basic Concept Scale Revised Form. The BBCS-R which was standardized 1100 children, with a total test internal consistency of.98 and the indivudal subtests also are reliable ( r=.78 to.88) for this population (Bracken, 1998). 2

3 The Bracken Basic Concept Scale Revised (BBCS-R), a revision of the Bracken Basic Concept Scale, was used to assess the basic concept development of children in the age range of 2 years 6 months through 7 years 11 months. The BBCS-R was employed to measure comprehension of 308 foundational and functionally relevant educational concepts in 11 subtest or concept categories: Colors, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-social awareness, texture/material, quantity, and time/sequence. Of eleven subtests on the BBCS-R, the first six deal with the School Readiness Composite (SRC). It is concerned with the concepts taught by preschool educators and families to children. After administering all subtests, scores are composed to have the concept score. It indicates the children s knowledge on the related concepts. Scale is administered individually. Depending on the child s developmental stage, its administration lasts for 30 or 35 minutes. Validity and reliability analyses of the scale were carried out on 100 preschool children. It is found that the Kuder Richardson 20 coefficient for subtests is Cronbach Alpha coefficient is found to be between.56 and.97. Correlations of test retest are found to be.84 for school readiness composite score and.87 for total concept score. For validity, teachers judgement was used. And it is found that scores of children and teachers judgement were in parallel. As a result of these analyses, the inventory was regarded as a valid and reliable tool Procedure Bracken Basic Concept Scale Revised Form was administered to both groups as pretest. After this administration, children in the experiment group received an individual 30 minute session per week of the computer-assisted instruction for fifteen weeks. Training In the computer assisted education CDs were used by the researchers about the following topics: Bilgisayar Öğreniyorum (learning About Computers) İlkadım Kavramlar (First Step concepts), Bilim ve Doğa (Science and Nature), Bambam Matematik Dünyası 1-2 (Bambam Mathematics World), Multikid Set, Mine nin Matematik Evi (Millie s Math House), Düşünen Şeyler 1 (Thinking Things I) Bilmiş in Bilim Evi (Sammy s Science House). During the instruction, the order of using computers was changed. For those who could not attend the instruction, extra training was provided.. Computer assisted education lasted for fifteen weeks. The control group did not receive computer assisted education. They received their own educational program. After the implementation of computer assisted education, Bracken Basic Concept Scale Revised Form was administered to the sample as post test. Analysis In the analysis of the data, t-test was employed to determine whether or not the pretest scores of the children in both groups were similar. Two way 3

4 ANOVA was used to determine the effects of computer assisted education on the concept development of the children. FINDINGS AND DISCUSSION Findings obtained in the study are given in the tables below. Table 1 includes the results of t-test indicating the differences in the pretest scores of both groups. Table 1. T-test results for the pretest mean scores of the experiment and control subjects in the Bracken Basic Concept Scale- Revised Subtest Group N X SD df t p Total Concept Experiment Score Control Table 1 clearly indicates that there is no statistically significant difference between pretest scores of both groups (p>05). Thus, both groups have the same level of concept development before the implementation. Table 2. Pretest and Posttest mean scores and standard deviations of both groups on total concept scores. GROUP PRETEST POSTTEST N X SD N X SD Experiment Control Table 2 shows that in pretest, total concept mean score of the experiment group is X = In posttest, it is found to be X = (attainment score = 42.24). Total concept mean score of the control group is X = in pretest. It is X = (attainment score = 24.02) in posttest. Attainment scores of both groups indicate that computer assisted instruction improved the children s conceptual skills. However, scores of the control group were also increased. It may be a result of the fact that activities carried out in the control group also contributed to the children s conceptual development. 4

5 Table 3. ANOVA results of total concept mean scores of both groups in pretest and posttest. Source of Variance Sum of Squares Inter groups Group (Experiment /Control) df Mean Squares Error Intragroups Measurement (pretestposttest) Group*Measurement Error Total F p As seen in Table 3, pretest and posttest scores of both groups are significantly different [F (1, 98) = , p<.05]. Furtermore, scores of pretest and posttest are significantly different without regarding groups [F (1, 98) = , p<001]. Therefore, it is clearly seen that children s scores significantly change from pretest to posttest. Posttest scores of both groups are significantly different in constrast to pretest scores [F (1, 98) = , p<.05]. This indicates that computer assisted instruction has significant effects on the conceptual development of children. Computers have these effects because of providing concrete experiences and concept instruction through games. Thus, using concrete experiences and supplementary devices are useful ways for conceptual instruction. Gürcan Namlu (2004) states that experiences can be enriched through educational technologies. Given that children s experience in their environment positively affects their conceptual development, rich experiences should be provided in preschool period. Therefore, activities to encourage the children s conceptual development are important. Grubb (2000) finds that conceptual development of children receiving computer assisted instruction is higher than those receiving traditional preschool education. Xiaoming and Atkins (2004) state that computer use in preschool period supports the children s conceptual and cognitive development. Hitchcock ve Noanan (2000) argue that computer assisted instruction improves the academical ability of preschool children. Haugland (2000) indicates that computer assisted instruction improves the children s problem solving skills and conceptual abilities. Thus, it can be argued that in preschool period, if properly used, computers are useful supplementary tools to learn concepts in a joyful context. CONCLUSION The aim of the study is to determine the effects of computer assisted instruction on the conceptual development of six year old children attending preschool education. It is found that the difference between conceptual development scores of experiment and control subjects is statistically significant (p<.05). It is also found that conceptual development of the children in the 5

6 experiment group is higher than that of those in the control group. These findings clearly indicate the significance of computer use in preschool period. It is evident that learning concepts in the preschool period is very hard. Since concepts are abstract entities, using concrete examples to teach concepts is very useful. The findings of the study suggest that the use of computers to teach concepts in preschool period may lead to positive outcomes. Thus, the use of computer as an alternative educational tool can be recommended to parents, educators and educational institutions for preschool children REFERENCES BRACKEN, B.A. (1998). Bracken Basic Concept Scale- Revised, Examiner s Manual. The Psychological Corporation, Harcourt Brace&Company, San Antoinio. BRADLEY JOHNSON, S. (1999). Test Review. Psychology in the School. 36(3); BÜTÜN AYHAN, A. ve ARAL, N. (2005). Anaokuluna devam eden altı yaş grubundaki çocukların kavram gelişiminde bilgisayar destekli öğretimin etkisinin incelenmesi. Ankara Üniversitesi Ev Ekonomisi Yüksekokulu Yayın No: 10, Bilimsel Araştırma ve İncelemeler: 10, Ankara. CLEMENTS, D. (1998). Young children and Technology. Reports, Descriptive (141), Speeches/Meeting Papers (150), ED CLEMENTS, D. H. & SARAMO, J. (2002). The role of technology in early childhood learning. Teaching Children Mathematics, 8(6); GRUBB, P. W. (2000). A comparison of concept age gains of kindergarten children in traditional and twenty-first century classrooms. Master Research Project (unpublished), Johnson Bible College. GÜRCAN NAMLU, A. (2004). Okul öncesi Eğitimde Bilgisayar destekli kavram öğretimi. Okul öncesinde bilgisayar öğretimi. (Ed: Ayşen Gürcan Namlu), T.C. Anadolu Üniversitesi Yayını No:1366, Açıköğretim Fakültesi Yayını No:733, 3.Baskı, 37-48, Anadolu Üniversitesi Web-Ofset, Eskişehir GÜVEN, Y. ve ŞAHİN, F. (1998). 4-6 yaş çocukların dünyasında bilgisayarın yeri ve önemi üzerine bir araştırma. VII. Ulusal Eğitim Bilimleri Kongresi, Selçuk Üniversitesi Eğitim Bilimleri Bölümü, 2;1-8. HAUGHLAND, S. W. (2000). Computers and young children. ERIC clearinghouse on elemantary and early childhood education, Champaign, IL (BBB34257), ED HITCHOCK, C. H. & NOONAN, M. J. (2000). Computer- assisted instruction of early academic skills. Topics in Early Childhood Special Education, 20(3); RECCHIA, S. L. (1997). Play and concept development in infants and young children. Journal of Visual Impairment&Blindness, 91(4); SCOTER, J. V., ELLIS, D. & RAILSBACK, J. (2001). Technology in early childhood education: Finding the balance. By request... Guides-Non-Classroom(055), Information Analyses (070). ED SWICK, K. J. (1989). Appropriate uses of computers with young children. Educational Technology, January, TAN, L. E. (1985). Computers in preschool education. Early Child Development and Care, 19; TREPAINER-STREET, M. L., HONG, S. B. & BAUER, J. C. (2001). Computers and young children. Using technology in reggio-inspired long-term projects. Early Childhood Education Journal, 28(3);

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