Abstract:

This study was conducted to determine the effects of learning activities carried out in different environments through digital learning tools - (computer and mobile app) supported activities on students' academic achievement and attitudes towards science. This study, which used a pretest-posttest, control group, and quasi-experimental design as its research model, was conducted with 45 students who were enrolled in the seventh grade of a public school during the academic year of 2020-2021 on the topic of "Reproduction, Growth, and Development in Plants and Animals." In the research, blended learning was applied to the control group, enriched face-to-face learning dimension of blended learning to the experimental-1 group, and enriched e-learning dimension of blended learning to the experimental-2 group. In all groups, the activities were designed in accordance with the 5E learning model. Quantitative data obtained using the “Academic Achievement Test” and the “Science Attitude Scale” were analyzed with the SPSS package program. As a consequence, a statistically significant difference was found between the experimental-2 group and the control group in terms of academic achievement, and between the experimental-1 group and the control group in terms of attitude.

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