Abstract:

In this study, the aim is to determine the impact of a mixed learning approach on the success and motivation of teachers candidates. In the study, the "pre-test-final test matched control group pattern" was used within the semi-experienced pattern scope. The study was conducted in the spring semester of the 2012 - 2013 academic year, with 158 students studying in the Faculty of Education of Siirt University Primary School of Mathematics and Social Information Teaching. The application lasted a total of 10 weeks. The study resulted in a significant difference between the results of the course of "Human Relations and Communication" of students in the mathematical experiment and control groups and the final test score average in favour of the experiment group. Nevertheless, students in social experiments and control groups found that there was no significant difference between the final test score average of the course "Human Relations and Communication" success test. When compared the academic success test final test score average of students in post-application mathematical-social experiment and control groups, it was found that there was a significant difference in the benefit of the mathematical experiment group between mathematical experiment - mathematical control; mathematical experiment - social experiment and mathematical experiment - social control groups. The scale of motivation of the students of mathematics and social information teaching included in the post-application experiment and control groups found that there was no meaningful difference between the final test score average. The scale of driving of the experimental groups compared with the pre-test and the final test points, although a significant difference between the pre-test and the final test points of the mathematical experimental group appeared, the social information experimental group found that there was no significant difference between the pre-test and the final test points.