Çoklu ortam uygulamaları destekli farklı öğretim stratejilerinin akademik başarı, öğrenmeye yönelik motivasyon ve materyale bağlanmaya yönelik etkisinin incelenmesi
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Tarih
2024
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Trakya Üniversitesi
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info:eu-repo/semantics/openAccess
Özet
Araştırmada çoklu ortam uygulamaları destekli farklı öğretim stratejileri ile yürütülen öğrenme sürecinin, öğrencilerin akademik başarılarına, yapılandırmacı öğrenme ortamı algılarına, fen öğrenmeye yönelik motivasyonlarına ve çoklu ortam materyaline bağlanma durumlarına etkisinin incelenmesi amaçlanmıştır. Karma araştırma yöntemlerinden yakınsayan paralel desen ile tasarlanan çalışmanın nicel araştırma boyutunda öntest-sontest-kalıcılık testli kontrol gruplu yarı deneysel desen ve nitel araştırma boyutunda durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı ikinci döneminde Tekirdağ ili Marmaraereğlisi ilçesinde bulunan bir ortaokulun iki ayrı sınıfında öğrenim gören 46 yedinci sınıf öğrenci oluşturmaktadır. Araştırmaya katılan 24 öğrenci deney grubunu, 22 öğrenci ise kontrol grubunu oluşturmaktadır. Verilerin toplanması amacıyla araştırmacı tarafından hazırlanan güvenirlilik ve geçerliliği test edilmiş "Akademik Başarı Testi", "Yapılandırmacı Öğrenme Ortamlarını Değerlendirme Ölçeği", "Fen Öğrenmeye Yönelik Motivasyon Ölçeği", "Çoklu Ortam Öğrenme Materyaline Bağlanma Ölçeği" ve "Yarı Yapılandırılmış Görüşme Formu" kullanılmıştır. Uygulama öncesinde deney ve kontrol grubunda bulunan öğrencilerin süreç öncesinde yapılandırmacı öğrenme ortamlarına yönelik algıları, fen öğrenmeye yönelik motivasyonları ve akademik başarı düzeyleri ön test olarak ölçülmüştür. Uygulama sürecinde deney grubunda çoklu ortam destekli buluş yoluyla öğretim, kontrol grubunda ise çoklu ortam destekli sunuş yoluyla öğretim süreci yürütülmüştür. Uygulama süreci 5 hafta yaklaşık 20 ders saati süresinde tamamlanmıştır. Çoklu ortam destekli farklı öğretim stratejilerinin uygulandığı süreç sonrasında deney ve kontrol grubunda bulunan öğrencilerin yapılandırmacı öğrenme ortamlarına yönelik algıları, fen öğrenmeye yönelik motivasyonları, çoklu ortam materyaline bağlanma durumları ve akademik başarı düzeyleri son test olarak ölçülmüştür. Deney ve kontrol grubunda bulunan öğrencilere son test uygulamasından yaklaşık 5 hafta sonra öğrenilen bilgilerin hatırda kalıcılığını değerlendirmek amacıyla akademik başarıları kalıcılık testiyle ölçülmüştür. Nicel verilerin analizinde bağımlı örneklemler t-testi ve bağımsız örneklemler t-testi kullanılırken, nitel veriler içerik analizi yöntemi kullanılarak çözümlenmiştir. Yapılan istatistiksel analizler sonucunda, deney ve kontrol gruplarının son test ile ön test akademik başarı puan ortalamaları arasında anlamlı düzeyde son test lehine farklılık ortaya çıkmıştır. Deney ve kontrol gruplarının son test akademik başarı puan ortalamaları arasında anlamlı düzeyde bir farklılaşma olmadığı görülürken, benzer durum kalıcılık testi akademik başarı puan ortalamalarında da görülmüştür. Yapılandırmacı öğrenme ortamlarına ilişkin deney ve kontrol grupları arasında son test puan ortalamaları ve her bir grubun son test ile ön test puan ortalamaları arasında anlamlı düzeyde farklılaşma olmadığı görülmüştür. Fen öğrenmeye yönelik motivasyonlarına ilişkin olarak kontrol grubunun son test puan ortalamaları ile ön test puan ortalamaları arasında son test lehine anlamlı düzeyde bir farklılaşma görülürken, deney grubunda ise anlamlı düzeyde farklılaşma olmadığı görülmektedir. Grupların fen öğrenmeye yönelik motivasyonları son test puan ortalamaları arasında da anlamlı düzeyde farklılaşma olmadığı tespit edilmiştir. Deney ve kontrol grubunda bulunan öğrencilerin çoklu ortam materyaline bağlanmaya yönelik puan ortalamaları arasında anlamlı düzeyde bir farklılaşma ortaya çıkmamıştır. Bununla birlikte öğrenci görüşlerinden elde edilen bulgularda; öğrencilerin çoklu ortam uygulamalarına yönelik genel olarak öğrenmeyi kolaylaştırdığı, aktarılan bilgiyi somutlaştırdığı, eğlenceli öğrenme ortamı yarattığı ve bilgide kalıcılık sağladığı yönünde düşündükleri görülmüştür. Çalışmada ayrıca öğrenci görüşleri kapsamında buluş yoluyla öğretim sürecinin kısmen zor bulunmasıyla birlikte, düşünmeye sevk ettiren, verimli ve eğlenceli bir strateji olarak görüldüğü belirlenirken, sunuş yoluyla öğretimin ise verimli, eğlenceli ve öğrenmeyi kolaylaştıran bir strateji olarak görüldüğü tespit edilmiştir.
In the study, it was aimed to examine the effect of the learning process carried out with different teaching strategies supported by multimedia applications on students' academic achievement, constructivist learning environment perceptions, motivation towards science learning and attachment to multimedia material. The study was designed with the convergent parallel design of mixed research methods, and the quantitative research dimension of the study used a quasi-experimental design with pretest-posttest-retention test control group and the qualitative research dimension used a case study method. The study group of the research consists of 46 seventh grade students studying in two different classes of a secondary school in Marmaraereğlisi district of Tekirdağ province in the second semester of 2022-2023 academic year. Twenty-four students participating in the study constitute the experimental group and 22 students constitute the control group. In order to collect the data, "Academic Achievement Test", "Scale on Assessing Constructivist Learning Environments", "A Questionnaire for Motivation toward Science Learning", "Multimedia Learning Material Engagement Scale" and "Semi-structured Interview Form" were used. Before the application, the perceptions of the students in the experimental and control groups towards constructivist learning environments, their motivation towards learning science and their academic achievement levels were measured as a pre-test. In the application process, multimedia supported invention teaching in the experimental group and multimedia supported presentation teaching in the control group were carried out. The implementation process was completed in 5 weeks and approximately 20 lesson hours. After the process in which different multimedia-supported teaching strategies were applied, the perceptions of the students in the experimental and control groups towards constructivist learning environments, their motivation towards learning science, their attachment to the multimedia material and their academic achievement levels were measured as post-tests. Approximately 5 weeks after the post-test application, the academic achievement of the students in the experimental and control groups was measured with a retention test in order to evaluate the retention of the information learnt. While dependent samples t-test and independent samples t-test were used to analyse quantitative data, qualitative data were analysed using content analysis method. As a result of the statistical analyses, there was a significant difference between the post-test and pre-test academic achievement mean scores of the experimental and control groups in favour of the post-test. While it was seen that there was no significant difference between the post-test academic achievement mean scores of the experimental and control groups, a similar situation was observed in the retention test academic achievement mean scores. It was observed that there was no significant difference between the post-test mean scores of the experimental and control groups regarding constructivist learning environments and between the post-test and pre-test mean scores of each group. Regarding their motivation to learn science, there was a significant difference between the post-test and pre-test mean scores of the control group in favour of the post-test, while there was no significant difference in the experimental group. It was also determined that there was no significant difference between the post-test mean scores of the groups' motivation for learning science. There was no significant difference between the mean scores of the students in the experimental and control groups for connecting to the multimedia material. However, in the findings obtained from student opinions, it was seen that students generally thought that multimedia applications facilitated learning, concretised the information conveyed, created a fun learning environment and provided retention in knowledge. In the study, it was also determined that the process of teaching by invention was found to be partially difficult within the scope of the students' opinions, but it was seen as an efficient and fun strategy that prompted them to think, while teaching by presentation was seen as a strategy that is efficient, fun and facilitates learning.
In the study, it was aimed to examine the effect of the learning process carried out with different teaching strategies supported by multimedia applications on students' academic achievement, constructivist learning environment perceptions, motivation towards science learning and attachment to multimedia material. The study was designed with the convergent parallel design of mixed research methods, and the quantitative research dimension of the study used a quasi-experimental design with pretest-posttest-retention test control group and the qualitative research dimension used a case study method. The study group of the research consists of 46 seventh grade students studying in two different classes of a secondary school in Marmaraereğlisi district of Tekirdağ province in the second semester of 2022-2023 academic year. Twenty-four students participating in the study constitute the experimental group and 22 students constitute the control group. In order to collect the data, "Academic Achievement Test", "Scale on Assessing Constructivist Learning Environments", "A Questionnaire for Motivation toward Science Learning", "Multimedia Learning Material Engagement Scale" and "Semi-structured Interview Form" were used. Before the application, the perceptions of the students in the experimental and control groups towards constructivist learning environments, their motivation towards learning science and their academic achievement levels were measured as a pre-test. In the application process, multimedia supported invention teaching in the experimental group and multimedia supported presentation teaching in the control group were carried out. The implementation process was completed in 5 weeks and approximately 20 lesson hours. After the process in which different multimedia-supported teaching strategies were applied, the perceptions of the students in the experimental and control groups towards constructivist learning environments, their motivation towards learning science, their attachment to the multimedia material and their academic achievement levels were measured as post-tests. Approximately 5 weeks after the post-test application, the academic achievement of the students in the experimental and control groups was measured with a retention test in order to evaluate the retention of the information learnt. While dependent samples t-test and independent samples t-test were used to analyse quantitative data, qualitative data were analysed using content analysis method. As a result of the statistical analyses, there was a significant difference between the post-test and pre-test academic achievement mean scores of the experimental and control groups in favour of the post-test. While it was seen that there was no significant difference between the post-test academic achievement mean scores of the experimental and control groups, a similar situation was observed in the retention test academic achievement mean scores. It was observed that there was no significant difference between the post-test mean scores of the experimental and control groups regarding constructivist learning environments and between the post-test and pre-test mean scores of each group. Regarding their motivation to learn science, there was a significant difference between the post-test and pre-test mean scores of the control group in favour of the post-test, while there was no significant difference in the experimental group. It was also determined that there was no significant difference between the post-test mean scores of the groups' motivation for learning science. There was no significant difference between the mean scores of the students in the experimental and control groups for connecting to the multimedia material. However, in the findings obtained from student opinions, it was seen that students generally thought that multimedia applications facilitated learning, concretised the information conveyed, created a fun learning environment and provided retention in knowledge. In the study, it was also determined that the process of teaching by invention was found to be partially difficult within the scope of the students' opinions, but it was seen as an efficient and fun strategy that prompted them to think, while teaching by presentation was seen as a strategy that is efficient, fun and facilitates learning.
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Eğitim ve Öğretim, Education and Training
