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Abstract


Impact Of Guidance In Semantic Web Based Instruction On Attainment And Retention
The aim of this research is to define the impact of guidance in semantic web-based instruction on attainment and retention. Independent variable of the research is Semantic Web-Based Learning Environment. The independent variable has two sub-levels: Semantic Web-Based Learning Environment with Guidance and Semantic Web-Based Learning Environment with No Guidance. Dependent variables of the research are attainment and retention. The research was conducted in autumn semester of 2012-2013 academic year with the participation of 8th grade students at Muğla Türdü 100. Yıl Middle School. The students were impartially assigned to guided and non-guided Semantic Web-Based Learning Environments. The study was completed with 69 students that fully participated in the experimental process. Findings indicates a significant difference between the post-test scores on students in the Semantic Web-Based Learning Environment with Guidance and with No Guidance, adjusted according to pre-test scores. The findings show no significant difference between retention test scores of groups, adjusted according to post-test scores.

Keywords
Semantic web, Web 3.0, ontology, semantic search, semantic web based instruction, individualized ins


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