Matematik dersine yönelik oryantiring etkinliklerinin akademik başarıya ve tutuma etkisi (Geometri ve ölçme öğrenme alanı)
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ortaokul 5. sınıf öğrencileri için düzenlenen oryantiring etkinliklerinin öğrencilerin matematik dersine ilişkin başarılarına ve tutumlarına etkisini araştırmaktır. Araştırma 2021-2022 eğitim öğretim yılında Kırıkkale merkezinde ortaokul 5. sınıf matematik dersi alan 34 öğrencinin katılımıyla gerçekleştirilmiştir. Oryantiring etkinliklerinin matematik dersine ilişkin akademik başarıya ve tutumlarına etkisini belirlemek amacıyla kontrol gruplu ön test son test deneysel desen kullanılmıştır. Deney grubuna uygulanan 3 haftalık oryantiring eğitiminin ilk haftasında öğrencilere teorik ve uygulamalı eğitim verilmiştir. Bu süreçte oryantiringin ne olduğu, branşları, parkuru ve ekipmanları tanıtılmış ve uygulamalı olarak gösterilmiştir. Kalan iki hafta boyunca okul bahçesinde düzenlenen çeşitli parkurlarda uygulama yapılmıştır. Kontrol grubu ise zekâ oyunları, takım sporları, doğa gezisi, okul tanıtımı gibi telafi etkinliklerine katılmıştır. Verilerin toplanmasında Milli Eğitim Bakanlığının yayınlamış olduğu Kazanım Değerlendirme Sorularından oluşan Matematik Başarı Testi ve Gülburnu ve Yıldırım(2015) tarafından geliştirilen "Matematik Tutum Ölçeği"nden yararlanılmıştır. Araştırmanın veri toplama sürecinde başarı testi ve tutum ölçeği, deney ve kontrol gruplarına ön test ve son test olarak uygulanmıştır. Verilerin analizinde "Wilcoxon işaretli sıralar testi" ve "Mann Whitney U-testi" kullanılmıştır. Uygulama öncesi deney ve kontrol gruplarının matematik dersine karşı tutum ve başarı puanları arasında anlamlı bir fark bulunmazken uygulama sonrası ortalama puanlar arasında deney grubu lehine istatiksel olarak anlamlı bir artış olduğu belirtilebilir. Bu durum oryantiring etkinliklerinin öğrencinin matematik dersine karşı başarı ve tutumlarında olumlu bir etkiye sahip olduğunu göstermektedir.
The purpose of this research is to investigate the effect of orienteering activities organized for middle school 5th grade students on students' achievement and attitudes towards mathematics lesson. The research was carried out with the participation of 34 students who took middle school 5th grade mathematics lessons in the center of Kırıkkale in the 2021-2022 academic year. In order to determine the effect of orienteering activities on academic achievement and attitudes towards mathematics lesson, pretest posttest experimental design with control group was used. In the first week of the 3-week orienteering training applied to the experimental group, students were given theoretical and practical training. In this process, what orienteering is, its branches, track and equipment are introduced and shown in practice. During the remaining two weeks, the application was made in various tracks held in the school garden. The control group participated in compensatory activities such as intelligence games, team sports, nature trips, and school promotion. In collecting the data, Mathematics Achievement Test, consisting of Outcome Evaluation Questions published by the Ministry of National Education, and "Mathematics Attitude Scale" developed by Gülburnu and Yıldırım (2015) were used. In the data collection process of the research, the achievement test and attitude scale were applied to the experimental and control groups as pretest and posttest. "Wilcoxon signed-rank test" and "Mann Whitney U-test" were used in the analysis of the data. While there was no significant difference between the attitudes and achievement scores of the experimental and control groups before the application, it can be stated that there was a statistically significant increase in favor of the experimental group between the average scores after the application. This shows that orienteering activities have a positive effect on students' success and attitudes towards mathematics.
The purpose of this research is to investigate the effect of orienteering activities organized for middle school 5th grade students on students' achievement and attitudes towards mathematics lesson. The research was carried out with the participation of 34 students who took middle school 5th grade mathematics lessons in the center of Kırıkkale in the 2021-2022 academic year. In order to determine the effect of orienteering activities on academic achievement and attitudes towards mathematics lesson, pretest posttest experimental design with control group was used. In the first week of the 3-week orienteering training applied to the experimental group, students were given theoretical and practical training. In this process, what orienteering is, its branches, track and equipment are introduced and shown in practice. During the remaining two weeks, the application was made in various tracks held in the school garden. The control group participated in compensatory activities such as intelligence games, team sports, nature trips, and school promotion. In collecting the data, Mathematics Achievement Test, consisting of Outcome Evaluation Questions published by the Ministry of National Education, and "Mathematics Attitude Scale" developed by Gülburnu and Yıldırım (2015) were used. In the data collection process of the research, the achievement test and attitude scale were applied to the experimental and control groups as pretest and posttest. "Wilcoxon signed-rank test" and "Mann Whitney U-test" were used in the analysis of the data. While there was no significant difference between the attitudes and achievement scores of the experimental and control groups before the application, it can be stated that there was a statistically significant increase in favor of the experimental group between the average scores after the application. This shows that orienteering activities have a positive effect on students' success and attitudes towards mathematics.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
