Author(s): Hülya DEM?RC?O?LU, Ay?egül ASLAN, Dilek AÇIKGÖZ
The aim of this study is to investigate the effects of teaching based on REACT strategy on tenth grade students' academic achievement and their motivation towards chemistry lesson in the topic of convenience foods. In this study, quasi-experimental method was used. The study was carried out with a total of 60 students (27 girls, 33 boys) from 10th grade students from different branches of a high school in Trabzon. The data were collected by “Convenience Food Achievement Test (CFAT)”, “Chemistry Course Motivation Scale (CCMS)” and semi-structured interviews. Quantitative data obtained from the study were analyzed statistically. Descriptive analysis method was used in the analysis of interview data. As a result of the analyzes, it was determined that there was a significant difference in favor of the experimental group in terms of the students' motivation scale and academic achievement average scores. It was determined that gender factor had no significant effect on academic achievement and motivation. According to the data obtained from the interviews, most of the experimental group students stated that the activities and developed materials applied to REACT strategy were useful in terms of enabling them to understand the subject better, to have fun and to learn. In addition, the students of the control group stated that the only explanation of chemistry courses for the book did not make the lesson active and suggested that various applications be made for the course to have more fun. This result shows that the learning-teaching process in the courses that are conducted for the REACT strategy improves students' motivation and success in the chemistry course in a positive way.