Disleksili öğrencilerle çalışan öğretmenler için geliştirilen eğitim programının öğretmen yeterliklerine etkisinin incelenmesi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı disleksili öğrencilerle çalışan öğretmenlere okuma güçlükleri ile baş etme becerisi kazandırmak amacıyla geliştirilen öğretmen eğitim programının etkililiğini incelemektir. Karma araştırma yöntemlerinden keşifsel sıralı araştırma modelinin benimsendiği bu çalışmada birinci aşamada nitel ikinci aşamasında ise nicel araştırma yöntemi kullanılmıştır. İlk aşamada nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme tekniği ile elde edilen veriler ışığında gerçekleştirilen analizler sonuncunda disleksi öğretmen eğitim programı geliştirilmiştir. Programın etkililiğini değerlendirme sürecinde ise nicel araştırma yöntemlerinden ön-test son-test kontrol gruplu deneysel desen tercih edilmiştir. Karaman ili merkez ilçesine bağlı ilkokullarda görev yapan 46 öğretmen araştırmanın çalışma grubunu oluşturmaktadır. 23 öğretmen deney grubu olarak belirlenirken 23 öğretmen ise kontrol grubu olarak belirlenmiştir. Program uygulama öncesi ve sonrasında örneklem üzerinde ölçümler yapılmıştır. Örneklem iki farklı gruba ayrılmış ve sadece bir gruba uygulama yapılmıştır ancak ölçme işlemi her iki gruba da hem uygulama öncesi hem de sonrasında gerçekleştirilmiştir. Başarı testi son-test sonuçlarına göre deney grubunu ortalaması 75,32 ve standart sapması 10.90; kontrol grubunun ortalaması ise 38,36 ve standart sapması 7,44'tür. Ortalamaların birbirinden oldukça uzak olması iki grubun seviyelerinin birbirinden farklı olduğunu göstermektedir. Normallik testi sonucuna göre anlamlı bir farklılık bulunmadığı görüldüğünden verilerin normal dağılım gösterdiği kabul edilmiş, bunun sonucu olarak parametrik testlerden bağımsız gruplar t testi aracılığıyla grup ortalamaları arasındaki farklılığın anlamlılığı test edilmiştir. İki grup arasında yapılan bağımsız gruplar t testi analizi sonucu ortaya çıkan p değeri (p= .000) grupların ortalamaları arasında anlamlı bir farklılık olduğunu ortaya koymaktadır. Analizler sonucu hem grup ortalamaları hem de p<0,05 anlamlılık düzeyine göre uygulanan eğitim programının okuma güçlüklerinin giderilmesinde geleneksel hizmet içi etkinliklerine göre istatistiksel olarak anlamlı olduğu ortaya çıkmıştır. Deney grubu ön-test sonuçlarına göre grubun ortalaması 35,54 ve standart sapması 10,36; son-test ortalaması ise 75,32 ve standart sapması 10,90'dır. Ortalamaların birbirine oldukça uzak olması grubun seviyesinin ön-test ve son-test sonuçlarına göre birbirine uzak olduğunu göstermektedir. Normallik testi sonucuna göre anlamlı bir farklılık bulunmadığı görüldüğünden verilerin normal dağılım gösterdiği kabul edilmiş, bunun sonucu olarak parametrik testlerden bağımlı gruplar t-testi aracılığıyla grup ortalamaları arasındaki farklılığın anlamlılığı test edilmiştir. Grup içi ön-test son-test puanları arasında yapılan bağımlı gruplar t testi analizi sonucu ortaya çıkan p değeri (p= .000) grupların ortalamaları arasında anlamlı bir farklılık olduğunu ortaya koymaktadır. Deney grubu ön-test ve son-test puanları arasındaki son-test sonuçları lehine çıkan anlamlı fark ve ayrıca ortalama puanları arasındaki büyük fark uygulanan programın oldukça etkili olduğunun açık bir göstergesi olarak kabul edilebilir. Analiz sonuçlarına göre programın etki büyüklüğü (r=.82) bulunmuştur bu değer büyük bir etki olduğunu ortaya koymaktadır.
The aim of this study is to examine the effectiveness of the teacher education program developed to teach teachers, who work with students with dyslexia, the ability to be able to cope with reading difficulties. In this study, in which the expletory sequential mixed method was adopted, qualitative research method was used in the first stage and quantitative research method in the second stage. In the first stage, the teacher training program was developed after the analysis performed in the light of the data obtained by semi-structured interview technique, which is one of the qualitative research methods. In the process of evaluating the effectiveness of the program, an experimental design pre-test post-test control group was preferred among quantitative research methods. The study group of the study consists of 46 teachers working in primary schools of the central district of Karaman. While 23 teachers were determined as the experimental group, 23 teachers were determined as the control group. Measurements were made on the sample before and after the program implementation. The sample was divided into two different groups and the application was made to only one group, but the measurement process was carried out to both groups before and after the application. According to the achievement test post-test results, the mean of the experimental group is 75.32 and the standard deviation is 10.90; the mean of the control group is 38.36 and its standard deviation is 7.44. The fact that the averages are quite far from each other shows that the levels of the two groups are different from each other. Since it was seen that there was no significant difference according to the results of normality test, the data was accepted as showing normal distribution, as a result, the significance of the difference between the group averages was tested by means of the independent samples t-test from parametric tests. The p value (p = .000) obtained as a result of the independent samples t-test analysis between the two groups reveals a significant difference between the means of the groups. As a result of the analysis, it can be said that the training program applied is quite effective according to both group mean and p <0.05 significance level in overcoming reading difficulties based on dyslexia compared to traditional in-service activities. According to the experimental group pre-test results, the mean of the group was 35.54 and the standard deviation was 10.36; the posttest mean is 75.32 and its standard deviation is 10.90. The fact that the means are quite far from each other shows that the level of the group is far from each other according to the pre-test and post-test results. Since it was seen that there was no significant difference according to the results of the normality test, it was accepted that the data showed a normal distribution, as a result, the significance of the difference between the group means was tested through the paired samples t-test from parametric tests. The p value (p = .000) obtained as a result of the dependent groups t-test analysis between the pre-test post-test scores reveals that there is significant difference between the means of the groups. The significant difference between the pre-test and post-test scores of the experimental group as well as the large difference between the average scores can be considered as a clear indicator that the applied program is quite effective. According to the analysis results, the effect size of the program was found (r = .82).
The aim of this study is to examine the effectiveness of the teacher education program developed to teach teachers, who work with students with dyslexia, the ability to be able to cope with reading difficulties. In this study, in which the expletory sequential mixed method was adopted, qualitative research method was used in the first stage and quantitative research method in the second stage. In the first stage, the teacher training program was developed after the analysis performed in the light of the data obtained by semi-structured interview technique, which is one of the qualitative research methods. In the process of evaluating the effectiveness of the program, an experimental design pre-test post-test control group was preferred among quantitative research methods. The study group of the study consists of 46 teachers working in primary schools of the central district of Karaman. While 23 teachers were determined as the experimental group, 23 teachers were determined as the control group. Measurements were made on the sample before and after the program implementation. The sample was divided into two different groups and the application was made to only one group, but the measurement process was carried out to both groups before and after the application. According to the achievement test post-test results, the mean of the experimental group is 75.32 and the standard deviation is 10.90; the mean of the control group is 38.36 and its standard deviation is 7.44. The fact that the averages are quite far from each other shows that the levels of the two groups are different from each other. Since it was seen that there was no significant difference according to the results of normality test, the data was accepted as showing normal distribution, as a result, the significance of the difference between the group averages was tested by means of the independent samples t-test from parametric tests. The p value (p = .000) obtained as a result of the independent samples t-test analysis between the two groups reveals a significant difference between the means of the groups. As a result of the analysis, it can be said that the training program applied is quite effective according to both group mean and p <0.05 significance level in overcoming reading difficulties based on dyslexia compared to traditional in-service activities. According to the experimental group pre-test results, the mean of the group was 35.54 and the standard deviation was 10.36; the posttest mean is 75.32 and its standard deviation is 10.90. The fact that the means are quite far from each other shows that the level of the group is far from each other according to the pre-test and post-test results. Since it was seen that there was no significant difference according to the results of the normality test, it was accepted that the data showed a normal distribution, as a result, the significance of the difference between the group means was tested through the paired samples t-test from parametric tests. The p value (p = .000) obtained as a result of the dependent groups t-test analysis between the pre-test post-test scores reveals that there is significant difference between the means of the groups. The significant difference between the pre-test and post-test scores of the experimental group as well as the large difference between the average scores can be considered as a clear indicator that the applied program is quite effective. According to the analysis results, the effect size of the program was found (r = .82).
Açıklama
Doktora Tezi
Anahtar Kelimeler
disleksi, okuma güçlüğü, öğretmen eğitimi programı, program geliştirme, öğretmen yeterlikleri, karma araştırma yöntemi, dyslexia, reading difficulties, teacher training program, program development, teacher competencies, mixed research method, Turkey
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kızılkaya, H. (2021). Disleksili öğrencilerle çalışan öğretmenler için geliştirilen eğitim programının öğretmen yeterliklerine etkisinin incelenmesi. (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Konya.
