Matematik öğretmenlerinin uzaktan eğitime ilişkin görüşlerinin belirlenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, matematik öğretmenlerinin uzaktan eğitime ilişkin görüşlerini belirlemektir. Nicel araştırma yöntemlerinden biri olan betimsel tarama yöntemi kullanılmıştır. Araştırmanın evrenini 2021-2022 eğitim öğretim yılında Konya ilinde görev yapmakta olan ortaokul matematik öğretmenleri oluşturmaktadır. Bu araştırmanın örneklemini gönüllü olan 389 matematik öğretmeni oluşturmuştur. Araştırmada Konya ilinde görev yapmakta olan matematik öğretmenlerinin görüşlerini belirlemek için Metin, Çevik ve Gürbey (2021) tarafından geliştirilen "Öğretmenlerin Uzaktan Eğitime İlişkin Görüşlerini Belirleme Ölçeği" kullanılmıştır. Toplam 37 maddelik 5'li likert tipi sorulardan oluşan ölçeğin derecelendirilmesi; kesinlikle katılmıyorum, katılmıyorum, kararsızım, katılıyorum, kesinlikle katılıyorum şeklinde düzenlenmiştir. Ölçek "Uzaktan Eğitimde Yaşanan Genel Sıkıntılar, Uzaktan Eğitimin Öğretmen ve Öğrencilere Sağladığı Olanaklar, Uzaktan Eğitimde Ders Esnasında Yaşanan Sıkıntılar, Uzaktan Eğitimin Olumlu Yanları, Uzaktan Eğitimde Öğretmenlerin Çalışma Şartları, Uzaktan Eğitimde Teknolojinin Kullanımı" başlıkları altında 6 faktörlü olarak geliştirilmiştir. Bunun yanında katılımcıların "Kişisel Bilgi Formu" ile demografik bilgilerine ulaşılmıştır. Metin, Çevik ve Gürbey (2021) tarafından yapılan çalışmada Cronbach's Alpha güvenilirlik katsayısı 0,847 olarak bulunmuştur. Ölçeğin bu araştırmada yeniden hesaplanan Cronbach's Alpha iç tutarlılık katsayıları 0,721 olarak hesaplanmıştır. Normallik analizleri yapılmış çarpıklık ve basıklık değerlerinin -1 ile +1 aralığında olduğundan normal dağılım gösterdiği şeklinde yorumlanmıştır. Araştırmada elde edilen veriler, bilgisayar ortamında SPSS 18 programı kullanılarak analiz edilmiştir. Araştırmaya katılan öğretmenlerin uzaktan eğitime ilişkin görüşlerini belirlemek doğrultusunda, araştırmanın amaçlarına ilişkin verilerin çözümlenmesinde matematik öğretmenlerinin uzaktan eğitime ilişkin görüşleri ile cinsiyetleri ve çalıştıkları kurum türleri değişkenleri arasında anlamlı bir fark olup olmadığı t-Testi ile incelenmiştir. Mesleki kıdem, öğrenim durumu ve öğretmenlerin uzaktan eğitime karşın bilgi sahibi olup olmama durumlarına göre farklılaşma olup olmadığını tespit etmek amacıyla ANOVA testi kullanılmıştır. Yaşanan genel sıkıntılar, öğretmen ve öğrencilere sağladığı olanaklar, uzaktan eğitimde ders esnasında yaşanan sıkıntılar, uzaktan eğitimin olumlu yanları, öğretmenlerin çalışma şartları, teknolojinin kullanımı hakkındaki görüşlerini tespit edilmek amacıyla yüzde (%) ve frekans (f) analizleri yapılmıştır. Sonuçlar analiz edildiğinde matematik öğretmenlerinin uzaktan eğitime ilişkin görüşlerinin cinsiyetlerine göre anlamlı bir farklılık gösterdiği gözlenmiştir. Çalıştıkları kurum, mesleki kıdem, öğrenim durumlarına göre ise anlamlı bir fark bulunamamıştır. Öğretmenler uzaktan eğitimde öğrencileri görememek öğretmen -öğrenci etkileşimini azaltır ifadesine yüksek oranda (%65,3) kesinlikle katılıyorum cevabı vermişlerdir. Uzaktan eğitimle öğrencilerin arkadaşlarıyla olan etkileşimleri azalır ifadesine yüksek oranda (%60,7) kesinlikle katılıyorum cevabı verdiği, uzaktan eğitimde yüz yüze eğitime göre daha az yorulur ifadesine ise yüksek oranda (%60,9) kesinlikle katılmıyorum cevabı verdiği sonuçlarına ulaşılmıştır.
The aim of this study is to determine the views of mathematics teachers on distance education. Descriptive survey method, which is one of the quantitative research methods, was used. The universe of the research consists of secondary school mathematics teachers working in Konya in the 2021-2022 academic year. The sample of this study consisted of 389 mathematics teachers who volunteered. In the research, "The Scale for Determining the Opinions of Teachers on Distance Education" developed by Metin, Çevik and Gürbey (2021) was used to determine the opinions of mathematics teachers working in Konya. Grading of the scale, which consists of a total of 37 items and 5-point Likert-type questions; strongly disagree, disagree, undecided, agree, strongly agree. The scale was developed with 6 factors under the headings "General Problems Experienced in Distance Education, Opportunities Provided by Distance Education to Teachers and Students, Difficulties Experienced During Lessons in Distance Education, Positive Sides of Distance Education, Working Conditions of Teachers in Distance Education, Use of Technology in Distance Education". In addition, the demographic information of the participants was obtained with the "Personal Information Form". In the study conducted by Metin, Çevik, and Gürbey (2021), the Cronbach's Alpha reliability coefficient was found to be 0.847. The Cronbach's Alpha internal consistency coefficients of the scale, which were recalculated in this study, were calculated as 0.721. Normality analyzes were performed and skewness and kurtosis values were in the range of -1 to +1, and it was interpreted as showing a normal distribution. The data obtained in the research were analyzed using the SPSS 18 program in computer environment. In order to determine the views of the teachers participating in the research on distance education, the t-Test was used to analyze the data related to the aims of the research, whether there is a significant difference between the views of mathematics teachers on distance education, their gender and the type of institution they work for. ANOVA test was used to determine whether there is a differentiation according to professional seniority, educational status and teachers' knowledge despite distance education. Percentage (%) and frequency (f) analyzes were conducted to determine the general difficulties experienced, the opportunities provided to teachers and students, the difficulties experienced during the lesson in distance education, the positive aspects of distance education, the working conditions of teachers, and the use of technology. When the results were analyzed, it was observed that the views of mathematics teachers on distance education differed significantly according to their genders. No significant difference was found according to the institution they work for, professional seniority and educational status. Teachers gave a high percentage (65.3%) strongly agree answer to the statement that not being able to see students in distance education reduces teacher-student interaction. It was concluded that students gave a high percentage (60.7%) answer of "I strongly agree" to the statement that distance education reduces their interaction with their friends, and that "distance education is less tired than face-to-face education" and that "I strongly disagree" with a high rate (60.9%) was reached.
The aim of this study is to determine the views of mathematics teachers on distance education. Descriptive survey method, which is one of the quantitative research methods, was used. The universe of the research consists of secondary school mathematics teachers working in Konya in the 2021-2022 academic year. The sample of this study consisted of 389 mathematics teachers who volunteered. In the research, "The Scale for Determining the Opinions of Teachers on Distance Education" developed by Metin, Çevik and Gürbey (2021) was used to determine the opinions of mathematics teachers working in Konya. Grading of the scale, which consists of a total of 37 items and 5-point Likert-type questions; strongly disagree, disagree, undecided, agree, strongly agree. The scale was developed with 6 factors under the headings "General Problems Experienced in Distance Education, Opportunities Provided by Distance Education to Teachers and Students, Difficulties Experienced During Lessons in Distance Education, Positive Sides of Distance Education, Working Conditions of Teachers in Distance Education, Use of Technology in Distance Education". In addition, the demographic information of the participants was obtained with the "Personal Information Form". In the study conducted by Metin, Çevik, and Gürbey (2021), the Cronbach's Alpha reliability coefficient was found to be 0.847. The Cronbach's Alpha internal consistency coefficients of the scale, which were recalculated in this study, were calculated as 0.721. Normality analyzes were performed and skewness and kurtosis values were in the range of -1 to +1, and it was interpreted as showing a normal distribution. The data obtained in the research were analyzed using the SPSS 18 program in computer environment. In order to determine the views of the teachers participating in the research on distance education, the t-Test was used to analyze the data related to the aims of the research, whether there is a significant difference between the views of mathematics teachers on distance education, their gender and the type of institution they work for. ANOVA test was used to determine whether there is a differentiation according to professional seniority, educational status and teachers' knowledge despite distance education. Percentage (%) and frequency (f) analyzes were conducted to determine the general difficulties experienced, the opportunities provided to teachers and students, the difficulties experienced during the lesson in distance education, the positive aspects of distance education, the working conditions of teachers, and the use of technology. When the results were analyzed, it was observed that the views of mathematics teachers on distance education differed significantly according to their genders. No significant difference was found according to the institution they work for, professional seniority and educational status. Teachers gave a high percentage (65.3%) strongly agree answer to the statement that not being able to see students in distance education reduces teacher-student interaction. It was concluded that students gave a high percentage (60.7%) answer of "I strongly agree" to the statement that distance education reduces their interaction with their friends, and that "distance education is less tired than face-to-face education" and that "I strongly disagree" with a high rate (60.9%) was reached.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Matematik Öğretmeni, Uzaktan Eğitim, Pandemi, Covid-19, Mathematics Teacher, Distance Education, Pandemic
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Demirlek, G. (2023). Matematik öğretmenlerinin uzaktan eğitime ilişkin görüşlerinin belirlenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
