The Effects of Completing Education with Regard to Cognitive Entry Behaviours on the 6th Grades Students’ Achievements in Elementary Scholls

Abstract

In this study, the effects of completing education with regard to cognitive entry behaviours on the 6th grades students' achievements in sciences, social sciences and maths are examined. To test the hypotheses of the study, two groups - control and experiment groups - were formed. For each course, the experimental group received cognitive entry education and the control group did not receive cognitive entry education. For the three courses, cognitive entry and achievement tests were prepared. The cognitive entry test was administered to all groups and according to its results, cognitive entry behaviour education was given to the experimental groups. Pre-tests were administered to all groups and after the teaching activities the same test was administered as a post-test. The results showed that cognitive entry behaviour education in science and maths courses resulted in a significantly higher level of achievement for the 6th grades students. However, this was not the case for social science education students.