THE IMPACT OF THE TECHNOLOGY-SUPPORTED ARGUMENTATION-BASED LEARNING APPROACH ON SCIENCE COURSE SUCCESS AND RETENTION OF LEARNED KNOWLEDGE

Abstract

This investigation was conducted to research the influence of the Technology-Supported Argumentation-Based Learning Approach (TSABLA) on science course success and retention of learned knowledge. A quasi-experimental design with a pretest-posttest control group was utilized in the implementation phase of the investigation. The research was carried out with 7th-grade pupils at a middle school in 2024. The implementation phase of the investigation lasted 10 weeks. Students' achievement and retention of learned knowledge were measured with two different measurement tools: the multiple-choice achievement test (MCAT) and the open-ended achievement test (OEAT). MCAT and OEAT were pretests and posttests, while a retention test was used one month after the experimental procedure. The control, experiment 1, and experiment 2 groups were formed from 7th-grade classes using convenience sampling. The implementation phase of the investigation was performed with student-centered instruction in the group under control, with an argumentation-based learning approach (ABLA) in experiment 1, and a TSABLA in experiment 2. Before the start of the study, the pretest points of the control, experiment 1, and experiment-2 classes on the MCAT and OEAT were at similar levels. In the study, the MCAT and OEAT posttest and retention test points of the control, experiment 1, and experiment 2 were significantly higher than the pretest scores. After the study, the MCAT and OEAT posttest and permanence test scores of Experiment 2 were meaningfully greater than both the control and Experiment 1. These results indicate that TSABLA is more effective than student-centered instruction and ABLA in improving achievement and ensuring what has been learned. Accordingly, it may be recommended that the argumentation process be supported by technology.