Özet:

The purpose of this study was to have secondary school students scale eight instructional techniques that they believe would be the most beneficial in terms of science achievement. Within the scope of this purpose, techniques were determined according to expert opinions. Data was collected from 221 sixth grade students from several public schools. In this research successive intervals scaling method depends on categorical judgments law was carried out. Scale values of instructional tecniques (the stimuli) was calculated and commented. Also, relationship between scale values of males and females determined by using Spearman-rho rank order correlation coefficient. The students preferred the experiment in the first order as the technique that made the biggest contribution to their achievement in the science lessons while large group discussion and educational play made the smallest. The experiment technique was followed by question-answer, demonstration, educational video, trip-observation and group study technique. The correlation analysis indicated that females and males had different rank of preferences.  According to results; students mostly link  success to hands-on instructional tecniques. The value of instructional techniques depends on how they are implemented, which is often determined by the relationship between teacher and learners. It is expected that this research will lead to a more explanatory evaluation of  technique preference of students, particularly given the likely emergence of research on topics like teacher competency, learning topic and the frequence of utilization of the techniques. 

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