ABSTRACT

The purpose of this study was to examine the effect of the consistent presentation of illustrations about the aligning direction of the Axis on the middle school students' acquisition and retention of astronomical concepts. This study was taken using the nonequivalent control-group pretest-posttest design on 116 7th middle school subjects. The same teaching and learning activities were given to both the experimental (n=59) and control groups (n=57) through three lessons. The experimental group was given a consistent presentation of the illustrations about the aligning direction of the Axis, while the control group was given an inconsistent presentation of the same illustrations about aligning direction. Two days after the three lessons, the 1st posttest was administered to compare the statistical difference of mean of both groups, using ANCOVA test. The result of ANCOVA test implicated that the consistent presentation of the illustrations about the aligning direction of the Axis had a positive influence on the experimental group's acquisition of the concepts. The 2nd posttest result for retention effect was given two month later by one-paired t-Test in each group and showed that the method had a positive effect on the experimental group, compared with control group. The results of this study implicated that paying careful attention to using the consistent illustration is highly beneficial for students' meaningful learning on astronomical concepts.

KEYWORD

Axis, astronomical concept, illustration, retention, spatial ability

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