Akran Aracılığı ile Sunulan Eşzamanlı İpucuyla Öğretimin Zihinsel Engelli Öğrencilerin Akademik Beceri Öğrenmelerine ve Akranların Sosyal Kabulüne Etkisi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada akran aracılığıyla sunulan eşzamanlı ipucuyla öğretim yönteminin; a) özel
gereksinimli bireylerin akademik becerileri öğrenmelerine etkisi, b) özel gereksinimli bireylerin
öğrendikleri akademik becerileri, öğretim tamamlandıktan bir ve üç hafta sonra sürdürebilmelerine etkisi,
c) tipik gelişim gösteren öğrencilerin, özel gereksinimli bireylere yönelik sosyal kabul düzeyleri üzerine
etkisi, d) akran aracılığıyla sunulan eşzamanlı ipucuyla öğretimine yönelik öğretmen ve öğrenci görüşleri
belirlenmiştir. Araştırma, tipik gelişim gösteren üç dördüncü sınıf öğrencisi ve hafif düzeyde zihinsel
yetersizlik tanısı almış üç, özel eğitim sınıfı öğrencisi ile Konya ili Selçuklu ilçesinde gerçekleştirilmiştir.
Araştırmada tek denekli araştırma yöntemlerinden, denekler arası yoklama evreli çoklu yoklama modeli
kullanılmıştır. Araştırma başlama düzeyi verilerinin alınması, akran aracılığıyla sunulan eşzamanlı
ipucuyla öğretimin yapılması, öğretim sonu verilerinin toplanması ve izleme verilerinin toplanması
şeklinde dört aşamada gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak besinler ve özellikleri
ünitesinin amaçlarının yer aldığı değerlendirme formu kullanılmıştır. Elde edilen veriler grafik ile görsel
olarak sunularak analiz edilmiştir. Araştırmada elde edilen bulgular sonucunda; kullanılan akran aracılı
öğretim yönteminin besinler ve özellikleri ünitesini öğretmede etkili olduğu, öğrencilerin öğrendikleri
becerileri öğretim oturumları tamamlandıktan bir ve üç hafta sonra sürdürdükleri ve öğreten akranların,
özel gereksinimli öğrenen akrana eşzamanlı ipucuyla öğretim yöntemini güvenilir bir şekilde uyguladığı,
görülmüştür. Araştırmada akran aracılığıyla eşzamanlı ipucuyla öğretim yöntemiyle sunulan akademik
beceri öğretiminin; tipik gelişim gösteren öğrencilerin, özel gereksinimli bireylere yönelik sosyal kabul
düzeyleri üzerine etkisi ile ilgili veriler sosyal kabul ölçeği ile toplanmış ve betimsel analiz yapılarak
yorumlanmıştır. Elde edilen verilerde tipik gelişim gösteren akranların özel gereksinimli akranlarına
yönelik sosyal kabullerinin arttığı görülmüştür. Sosyal geçerlik bulguları sonucunda ise öğrencilerin ve
öğretmenlerin akran aracılığıyla sunulan eşzamanlı ipucuyla öğretim yöntemi hakkındaki görüşlerinin
olumlu olduğu görülmüştür.
In this study, I have discussed and stated a) the impact of simultaneous prompting method through peers on individuals with special needs and their learning process in terms of academic skills, b) the impact of simultaneous prompting method through peers on individuals with special needs and their process of maintaining the academic skills, which have been learnt, for one to three weeks once the learning process is over, c) the impact of the students who improve in accordance with the standards on the level of social acknowledgement towards individuals with special needs d) the views of students and teachers on simultaneous prompting method through peers. The study has been conducted in Selcuklu, Konya with three fourth graders who show progress at a standard pace and three others being students in a special education class, who have been diagnosed with mild intellectual disabilities. In this study, among all other single subject research models, multiple probe design among subjects has been carried out. The research has been carried out at four stages; collecting the baseline data, conducting the teaching process by means of simultaneous prompting method through peers, collecting data at the end of the teaching period and collecting the tracking data. In the study, an assessment form, which includes the objectives of the unit called nutrients and their functions, has been used in order to collect data. The data gathered has been analyzed visually through diagrams. As a result of the findings gathered, it has been observed that the peer mediated teaching method has been effective in terms of learning the unit called the nutrients and their functions. Furthermore, it has been spotted that thanks to this method, even after they have completed the sessions, the students maintain the skills they have learned for one to three weeks. Also, it has been recognized that the peer tutors have credibly applied the simultaneous prompting method so as to teach their peers with special needs. In the research, data related to the impact of teaching of the academic skills which have been offered through the simultaneous prompting method on students who develop at a standard pace and their level of social acknowledgement towards individuals with special needs, has been gathered via social acknowledgement scale and has been interpreted via descriptive analysis. Through the data gathered, it has been observed that the social acknowledgement of the students, who develop at a standard pace, towards their peers with special needs has increased. As for the findings of social validity, it has also been observed that the reviews of the teachers and the students on simultaneous prompting method have been favorable.
In this study, I have discussed and stated a) the impact of simultaneous prompting method through peers on individuals with special needs and their learning process in terms of academic skills, b) the impact of simultaneous prompting method through peers on individuals with special needs and their process of maintaining the academic skills, which have been learnt, for one to three weeks once the learning process is over, c) the impact of the students who improve in accordance with the standards on the level of social acknowledgement towards individuals with special needs d) the views of students and teachers on simultaneous prompting method through peers. The study has been conducted in Selcuklu, Konya with three fourth graders who show progress at a standard pace and three others being students in a special education class, who have been diagnosed with mild intellectual disabilities. In this study, among all other single subject research models, multiple probe design among subjects has been carried out. The research has been carried out at four stages; collecting the baseline data, conducting the teaching process by means of simultaneous prompting method through peers, collecting data at the end of the teaching period and collecting the tracking data. In the study, an assessment form, which includes the objectives of the unit called nutrients and their functions, has been used in order to collect data. The data gathered has been analyzed visually through diagrams. As a result of the findings gathered, it has been observed that the peer mediated teaching method has been effective in terms of learning the unit called the nutrients and their functions. Furthermore, it has been spotted that thanks to this method, even after they have completed the sessions, the students maintain the skills they have learned for one to three weeks. Also, it has been recognized that the peer tutors have credibly applied the simultaneous prompting method so as to teach their peers with special needs. In the research, data related to the impact of teaching of the academic skills which have been offered through the simultaneous prompting method on students who develop at a standard pace and their level of social acknowledgement towards individuals with special needs, has been gathered via social acknowledgement scale and has been interpreted via descriptive analysis. Through the data gathered, it has been observed that the social acknowledgement of the students, who develop at a standard pace, towards their peers with special needs has increased. As for the findings of social validity, it has also been observed that the reviews of the teachers and the students on simultaneous prompting method have been favorable.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Sosyal kabul, Akran aracılı öğretim, Eşzamanlı ipucuyla öğretim yöntemi, Akademik beceri, Social acknowledgement, Peer-mediated teaching, Simultaneous prompting method through peers, Academic skills
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Erol, E. (2021). Akran aracılığı ile sunulan eşzamanlı ipucuyla öğretimin zihinsel engelli öğrencilerin akademik beceri öğrenmelerine ve akranların sosyal kabulüne etkisi. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Konya.
