The Effect of The Project-Based Teaching Method Used in The Course of General Physics Laboratory-II on The Self-Efficacy, Attitude and Success

In this research, the effect of the Project-Based Teaching applications on science students’ self-efficacy and attitude towards physics and their success in the physics has been examined.Moreover, views of the students about the method that is being applied have been identified. For the research, one of the two groups composed of 43 first grade students in total who study in the Department of Science Teaching of the Education Faculty in Gazi University during the 2013- 2014 educational period is chosen randomly. In this research, in which quasi-experimental design and descriptive analysis techniques have been used, Physics Self-Efficacy Scale, Physics Attitude Scale and Electric Current Concept Test have been used as data collection tools along with open-ended survey. It is concluded in the research that Project-based teaching method has no effect on the students’ self-efficacy, but it has a positive effect on their attitude and success. At the end of eta-square correlation coefficient analysis it was determined that the applied method affected the success η^2 (s)=.33 and the attitude η^2 (a)=.36 moderately level. In terms of gender, it is revealed that there is not a meaningful difference among the self-efficacy, attitude and success scores of students that they get from the pre-test, on the other hand, there is a meaningful difference among the post-test scores for the variables except the self-efficacy. Furthermore, there was a meaningful positive relationship between the scores of post-test selfefficacy and attitude. Lastly, as a result of the students’ views about the method, it is revealed that it will be useful to carry out the course of General Physics Laboratory-II through the project activities, they suggest the use of applications about this method and it is also concluded that this method affects their views about the course positively.