The Effect of Geographical Questioning Skill on Permanance of Learning with Thestudents’ Attitudes and Achievements

The purpose of this research is the effect of geographical questioning skill on performance of learning with the students’ attitudes and achievements. The research which used the experimental design model with pre-test and post-test control group was carried out on an experimental group ( 30 students ) and a control group (30 students) selected from 9th grade students of Ahmet Cevdet Paşa Social Sciences High School, Aksaray, in the first semester of 2013-2014 academic year. To collect the research data, “Academic Achievement Test” developed by the researcher himself and likert – type “Geography Lesson Attitude Scale” by Demirkaya (2003) were used. Experimental studies continued for seven weeks. During the experimental study, the lessons in experimental group were conducted with teaching activities based on geographical questioning skill, on the other hand, the lessons are continued the teaching activities proposed in the program with the control group. Data collection tools were applied to experimental and control groups as pre-test and post-test before and after the experimental application. After five weeks of experimental applications, the academic achievement test and attitude test was applied again to both groups in order to determine the retention of learning as well. The data obtained in this study were analyzed with the program SPSS 15.00 by using the values of frequency, percentage, arithmetic mean, standard deviation and techniques of t-test for independent and dependant groups. According to the research findings, after the experimental application, a significant difference between the experimental group students who were taught with geographic questioning skill based teaching activities in geography lessons and the controlled group students who were taught with the teaching activities proposed in the program was found in favor of the experimental group students in terms of the academic achievement scores and academic achievement retention test scores. Also, the same result is valid for academic achievement retention test scores. That the experimental group and control group students academic achievements, their attitude towards geography lessons and academic achievement and retention test scores differ according to gender variable was not identified as well. According to the results obtained, it was observed that teaching activities based on geographical questioning skill in geography teaching have a positive effect on student’s academic achievement, on the other hand, don’t have a significant positive effect on their attitudes.