Abstract:

The purpose of this research was to examine the effects of two different methods of physics instruction (Case-Based Learning and Traditional Instruction) on the physics self-efficacy beliefs of 9th-grade physics students. The research was conducted in two different 9th-grade classes in a vocational high school in İzmir. The research used a pretest/post-test quasi-experimental method with a nonequivalent control group. The research was carried out with two groups--an experimental group (n=30) and a control group (n=30). The experimental group were instructed in Energy topics using the method of Case-Based Learning while the control group were approached with traditional teaching methods. Data for the research were collected using the "High School Level Physics Self-Efficacy Scale". The data collected were analyzed by using SPSS 15.0 statistics program in terms of frequency, percentages, arithmetic means, standard deviation, and Multiple Variance Analysis (MANOVA) for repeated measurses. At the end of the research, there were no statistically significant differences found between the two groups.

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