Özet:

The aim of this research is to determine whether the effects of adaptive web-based learning(WBL) environment, non-adaptive WBL environment and adaptive WBL environment supported by face-to-face learning activities on the students’ achievement and motivation are different. A 3x2 factorial design was used in this study. The first factor of the research design is learning environment including experimental procedures (adaptive WBL environment, non-adaptive WBL environment and adaptive WBL environment supported by face-to-face learning activities) The second factor is repeated measures, which revealed the change of achievement including pre and post measurements. The dependent variables of the study are academic achievement and motivation. The research was conducted in 2013-2014 spring semester with 72 second-year students, who took the course of Basic Information Technology at Sakarya University, Education Faculty, Department of Primary Education, Primary Math Education and Science Education. In such a way that each group of 24 students, learning environments were formed as peer groups based on pretest. According to the findings, academic achievement in the adaptive WBL environment supplemented with face-to-face learning was significantly determined to be higher. As a result of the examination of the students’ products in different learning environments, it was shown that environment type did not influence students’ rubrics grade points. Moreover, there was no significant difference among students’ motivation according to their learning environment used.

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