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The Influence of Web-based Intelligent Tutoring Systems on Academic Achievement and Permanence of Acquired Knowledge in Physics Education



Author(s)

Mustafa Erdemir, Şebnem Kandil İngeç

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DOI:10.17265/2161-623X/2015.01.002

This study aims to determine the influence of distance asynchronous teaching of Physics-I topics via intelligent tutoring systems (ITSs) on academic achievement and permanence. A Web-based learning environment was created by use of an ITS called “Turkish Intelligent Tutoring System” (TURKZOS) for such Physics-I units as work, energy, and conservation of energy. The experimental group of the study consisted of 26 students who had computer and Internet access and participated in the study voluntarily. The achievement test developed by the researchers was used for collecting data. This test was conducted as pre-test and post-test before and after the experimental procedure respectively. The same test was administered to measure permanence 45 days later following the performance of the post-test. The obtained data were analyzed via paired t-test. Mean pre-test score was found to be , and mean post-test score was found to be . Mean permanence test, on the other hand, was found to be . When mean pre-test and post-test scores were compared, a significant difference was identified in favor of the mean post-test score (p < 0.05). In addition, a significant difference was detected between mean permanence test and pre-test scores (p < 0.005). The mean permanence test score was higher than the mean pre-test score. It was concluded that intelligent learning environments created through Web-based tutoring systems have a positive influence on academic achievement and permanence in physics teaching.

physics education, distance education, Web-based intelligent tutoring system (ITS), academic achievement and permanence