Ders imecesi modelinin 7. sınıf matematik dersinde öğrencinin akademik başarısına ve kalıcılığına etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı 7. sınıf matematik dersi, Cebirsel ifadeler ve Denklemler konusunda ders imecesi yaklaşımının öğrencilerin akademik başarılarına ve öğrenmenin kalıcılığına etkisini ortaya koymaktır. Araştırmada nicel araştırma yöntemleri içerisinde yer alan ön-test son test kontrol gruplu “yarı deneysel desen” kullanılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılında, Aksaray ili, Sultanhanı ilçesinde yer alan iki devlet ortaokulunda farklı üç şubede öğrenim gören 69 yedinci sınıf öğrencisi ve 4 öğretmen oluşturmaktadır. Çalışma, amaçsal örnekleme yöntemlerinden “uygun örnekleme” ile belirlenen iki deney grubu ve bir kontrol grubuyla yürütülmüştür. Araştırmaya katılan öğretmenler ile ders imecesi süreci, her kazanıma yönelik haftada iki toplantı yapılarak 7 hafta sürmüştür. Ders imecesi grubunda yer alan öğretmenler işbirliği içinde ilgili kazanıma yönelik ayrıntılı bir plan oluşturmuşlardır. Ardından öğretmenlerden biri oluşturulan ders planını birinci deney grubuna uygulamıştır. Ders sonrası değerlendirme ve geliştirme aşamasında, öğretmenlerin gözlemleri sırasında alının notlar ışığında ders planı daha etkili hale gelecek şekilde revize edilmiştir. Yeniden düzenlene ders planı aynı öğretmen tarafından ikinci deney grubunda uygulanmıştır. Kontrol grubundaki öğrenciler ise mevcut öğretim yöntemiyle eğitim görmüşlerdir. Araştırmada veri toplama aracı olarak araştırmacının geliştirdiği, Cebirsel İfadeler ve Denklemler konusunda öğrencilerin akademik başarısını ölçmeye yönelik “ Akademik Başarı Testi (ABT) kullanılmıştır. Araştırmada ABT uygulama öncesi ön-test; uygulama sonrası son-test ve uygulamadan 4 hafta sonra kalıcılığı ölçmek için uygulanmıştır. Yapılan testlerden elde edilen veriler SPSS-25.0 programı ile analiz edilmiştir. Araştırmacı tarafından hazırlanan akademik başarı testi için madde güçlük analizi, madde ayırt edicilik analizi ve güvenilirlik (KR-20) analizi yapılmıştır. Akademik başarı testi 25 sorudan oluşmuştur. Araştırmanın verileri incelendiğinde veriler normal dağılıma uygun olmadığından dolayı non-parametrik analizler kullanılıp; Kruskal Wallis H, Man Whitney U, Friedman Varyans, Wilcoxon gibi anlamlılık testlerinden yararlanılmıştır. Yapılan analizlerde anlamlılık düzeyi p<0,05 olarak belirlenmiştir. Sonuç olarak bakıldığında deney ve kontrol grubunun ön-test ve son-test puanları karşılaştırılmış, grupların akademik başarıları arasında anlamlı düzeyde bir farklılık gözlemlenmemiştir. Ders imecesi modelinin öğrenmenin kalıcılığı üzerine etkileri bakıldığında; ders imecesi modeliyle mevcut öğretim modeli arasında öğrenmenin kalıcılığı açısından anlamlı bir fark oluşmuştur. Bu anlamlı fark ders imecesinde revize edilen planın uygulandığı ikinci deney grubu lehine daha yüksek olarak belirlenmiştir. Bu araştırma ders imecesi modeli doğrultusunda yapılan öğretimin mevcut öğretim yöntemlerine göre öğrenmenin kalıcılığını sağlamada daha başarılı olduğu sonucunu ortaya koymaktadır. Grupların kendi içinde ön test, son test ve kalıcılık testi puanları karşılaştırıldığında hepsinde anlamlı düzeyde farklılık olduğu görülmektedir. Bu bağlamda hem ders imecesi yönteminin hem de mevcut eğitim yöntemlerinin matematik dersinde öğrencilerin başarısını olumlu etkilediği sonucunu ortaya koymaktadır.
The purpose of this research is to reveal the effect of the lesson study approach on the 7th grade mathematics course, Algebraic expressions and Equations, on the academic achievement of the students and the permanence of learning. In the research, "quasi-experimental design" with pre-test post-test control group, which is among the quantitative research methods, was used. The study group of the research consists of 69 seventh grade students and 4 teachers studying in three different branches in two state secondary schools in the Sultanhanı district of Aksaray in the 2022-2023 academic year. The study was carried out with two experimental groups and a control group, which were determined by "convenience sampling", one of the purposive sampling methods. The lesson study process with the teachers participating in the research lasted for 7 weeks, with two meetings per week for each outcome. The teachers in the lesson study group created a detailed plan for the relevant outcome in cooperation. Then, one of the teachers applied the prepared lesson plan to the first experimental group. In the postlesson evaluation and development phase, the lesson plan was revised to make more effective in the light of the notes taken during the observations of the teachers. The revised lesson plan was applied by the same teacher in the second experimental group. The students in the control group were educated with the current teaching method. As a data collection tool in the research, the "Academic Achievement Test (AAT)" developed by the researcher to measure the academic success of students on Algebraic Expressions and Equations was used. In the research, pretest before AAT application; the post-test after the application and 4 weeks after the application was applied to measure the permanence. The data obtained from the tests were analyzed with the SPSS-25.0 program. For the academic achievement test prepared by the researcher, item difficulty analysis, item discrimination analysis and reliability (KR-20) analysis were performed. The academic achievement test consists of 25 questions. When the data of the research were examined, non-parametric analyzes were used because the data were not suitable for normal distribution; Significance tests such as Kruskal Wallis H, Man Whitney U, Friedman Variance, Wilcoxon were used. The level of significance in the analyzes was determined as p<0.05. As a result, the pre-test and posttest scores of the experimental and control groups were compared, and no significant difference was observed between the academic achievements of the groups. When the effects of the lesson study model on the permanence of learning are examined; There was a significant difference between the lesson study model and the current teaching model in terms of the permanence of learning. This significant difference was determined to be higher in favor of the second experimental group in which the revised plan was applied in the lesson study. This research reveals that the teaching conducted in line with the lesson study model is more successful in ensuring the permanence of learning than the existing teaching methods. When the pre-test, post-test and retention test scores of the groups are compared, it is seen that there is a significant difference in all of them. In this context, it revealsthe conclusion that both the lesson study method and the current education methods positively affect the success of the students in the mathematics lesson.
The purpose of this research is to reveal the effect of the lesson study approach on the 7th grade mathematics course, Algebraic expressions and Equations, on the academic achievement of the students and the permanence of learning. In the research, "quasi-experimental design" with pre-test post-test control group, which is among the quantitative research methods, was used. The study group of the research consists of 69 seventh grade students and 4 teachers studying in three different branches in two state secondary schools in the Sultanhanı district of Aksaray in the 2022-2023 academic year. The study was carried out with two experimental groups and a control group, which were determined by "convenience sampling", one of the purposive sampling methods. The lesson study process with the teachers participating in the research lasted for 7 weeks, with two meetings per week for each outcome. The teachers in the lesson study group created a detailed plan for the relevant outcome in cooperation. Then, one of the teachers applied the prepared lesson plan to the first experimental group. In the postlesson evaluation and development phase, the lesson plan was revised to make more effective in the light of the notes taken during the observations of the teachers. The revised lesson plan was applied by the same teacher in the second experimental group. The students in the control group were educated with the current teaching method. As a data collection tool in the research, the "Academic Achievement Test (AAT)" developed by the researcher to measure the academic success of students on Algebraic Expressions and Equations was used. In the research, pretest before AAT application; the post-test after the application and 4 weeks after the application was applied to measure the permanence. The data obtained from the tests were analyzed with the SPSS-25.0 program. For the academic achievement test prepared by the researcher, item difficulty analysis, item discrimination analysis and reliability (KR-20) analysis were performed. The academic achievement test consists of 25 questions. When the data of the research were examined, non-parametric analyzes were used because the data were not suitable for normal distribution; Significance tests such as Kruskal Wallis H, Man Whitney U, Friedman Variance, Wilcoxon were used. The level of significance in the analyzes was determined as p<0.05. As a result, the pre-test and posttest scores of the experimental and control groups were compared, and no significant difference was observed between the academic achievements of the groups. When the effects of the lesson study model on the permanence of learning are examined; There was a significant difference between the lesson study model and the current teaching model in terms of the permanence of learning. This significant difference was determined to be higher in favor of the second experimental group in which the revised plan was applied in the lesson study. This research reveals that the teaching conducted in line with the lesson study model is more successful in ensuring the permanence of learning than the existing teaching methods. When the pre-test, post-test and retention test scores of the groups are compared, it is seen that there is a significant difference in all of them. In this context, it revealsthe conclusion that both the lesson study method and the current education methods positively affect the success of the students in the mathematics lesson.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Ders İmecesi, Cebirsel İfadeler ve Denklemler, Akademik Başarı, Kalıcılık, Lesson Study, Algebraic Expressions and Equations, Academic Success, Permanence
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Künye
İçli, N. (2023). Ders imecesi modelinin 7. sınıf matematik dersinde öğrencinin akademik başarısına ve kalıcılığına etkisi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim Dalı, Konya.
