مرکز منطقه ای اطلاع رساني علوم و فناوري - The Influence of Portfolios on Student Success and Retention Level in Science and Technology Class

Abstract :

Although portfolios had been recognized and solely used as alternative measurement and assessment tools for long time, it has become a teaching material and a teaching method as well over time (Wolf, 1996). Portfolios, at the outset, should focus on students’ activities and the quality of teaching in learning environments; not the assessment (Challis, 2001). Thereore, in the current study, unlike the widely preferred method in Turkish studies, portfolio is examined as a teaching method instead of a measurement and assessment tool. The purpose of this study was to examine the influence of portfolios on students’ success and retention levels in Science and Technology class. The study was conducted in 2011-2012 academic year in two fifth-grade classrooms located in the European side of Istanbul. The study was carried out in the unit of Force and Movement in Science and Technology class. The method of the study was an experimental design with a pre- and post-test control group model. Also, a semi-structured interview form was used to obtain students’ perceptions on the use of portfolios in class. The findings of the study showed that portfolios significantly related to students’ success and retention levels, in favour of the experimental group. Students’ responses to the semi-structured interview form showed that students enjoyed using portfolios; learned and remembered the concepts more easily through the selected activities (drawings, story writing, and document collection) and felt happy with their increased success in science class. The findings of the study, limitations and the future implications were also discussed.