Akademik Veri Yönetim Sistemi
5th International Conference on Educational Technology and Online Learning – ICETOL 2025, Balıkesir, Türkiye, 26 - 29 Ağustos 2025, ss.185, (Özet Bildiri)
Final exam scores served as the dependent variable for measuring student achievement, while midterm scores were treated as a covariate in the analysis. The research was conducted with two groups of first-year students enrolled in the Computer Programming program at the Vocational School of Ondokuz Mayıs University. At the beginning of the academic year, the students were randomly assigned to one of two groups. The experimental group (n = 32) received instruction through microlearning strategies, while the control group (n = 31) received traditional instruction. Both groups received equivalent preliminary training at the start of the course, followed by a midterm exam. During the five-week period between the midterm and final exams, microlearning strategies—such as online quizzes, content segmentation, and step-by-step progression—were systematically applied to the experimental group. The control group continued with traditional teaching methods. Final exam scores were used as the dependent variable to measure student success, with midterm scores included as a covariate. An ANCOVA was conducted, and preliminary assumption checks confirmed normal distribution and homogeneity of variance across groups. The analysis revealed that the final achievement scores of the experimental group were significantly higher than those of the control group. Additionally, the study evaluated a student satisfaction survey that was administered through the University Information Management System at the end of the semester. The results showed that students in the experimental group provided more positive feedback than those in the control group regarding the use of concrete and illustrative examples, activities promoting active participation, and the alignment of assessment practices with course content. These findings suggest that microlearning can enhance both student success and satisfaction in programming education. The results support the integration of microlearning strategies as an effective pedagogical approach in software training.