Abstract:

The aim of this research is to study the impact of the use of station technology on student academic achievements in the teaching of biodiversity subjects. The research was carried out according to the semi-experimental design of the pre-test, estest control group. The sample consists of 61 students, including 17 girls and 14 boys from the experiment group, 14 girls and 16 boys from the control group. Biodiversity and Protection Success Tests have been developed by researchers as a data collection tool. For four weeks, the experimental group applied station technique, the control group traditional methods. The success test has been applied with the same questions to measure the success of both groups. The logical thinking test and the success pre-test average scores show that the experiment and control groups are equal before the study. The difference between both control and experimental group’s pre-test and estest scores has shown that students’ academic success is increasing, but the study and control group’s academic success is more successful than traditional methods when studied according to estest scores (p<.05). As a result, the station technique helps to increase the student’s success and contributes to getting higher scores in the exams.