Üçgenler ve dörtgenler konusunda 5. sınıf öğrencilerinin öğrenme amaçlı yazma aktivitelerine yönelik görüşlerinin ve akademik başarılarına etkisinin incelenmesi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı öğrenme amaçlı yazma aktivitelerinden günlük ve mektup yazmanın 5. sınıf öğrencilerinin üçgenler ve dörtgenler konusundaki akademik başarılarına etkisinin incelenmesidir. Araştırmada karma araştırma yöntemlerinden açıklayıcı desen kullanılmıştır. Araştırmanın nicel kısmı ön test son test kontrol gruplu model kullanılarak yarı deneysel olarak tasarlanmıştır. Bu modele uygun olarak üç sınıf deney, bir sınıf da kontrol grubu olarak belirlenerek toplam dört grup oluşturulmuştur. Araştırmanın örneklemini Şanlıurfa il merkezindeki bir devlet okulunun 5. sınıfında öğrenim gören toplam 96 öğrenci oluşturmaktadır. Bu okulda bulunan 5. sınıf şubeleri arasından 1 kontrol ve 3 deney grubu rastgele olarak seçilmiştir. Araştırmanın veri toplama araçlarını akademik başarı testi ve yarı yapılandırılmış görüşme formu oluşturmaktadır. Uygulama öncesinde tüm gruplara ön test olarak ön bilgi testi, uygulama sonrasında ise son test olarak akademik başarı testi uygulanmıştır. Uygulamanın sonunda ayrıca deney gruplarından rastgele seçilen öğrencilerle yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmanın sonucunda öğrenme amaçlı yazma aktivitelerinden günlük ve mektup yazmanın akademik başarıyı artırdığı tespit edilmiştir. Ayrıca öğrenciler, günlük ve mektup yazma aktivitelerinin öğrenmeye olumlu etki ettiğini, tekrar yapmayı sağladığını, kalıcı öğrenmeyi sağladığını, eğlenceli olduğunu ve uygulamada bazı zorluklarının olduğunu belirtmişlerdir. Anahtar Kelimeler: Matematikte öğrenme amaçlı yazma, Günlük ve mektup yazma, Üçgenler ve dörtgenler
The purpose of this research is to examine the effects of writing journals and letters, which are writing-to-learn activities, on the academic achievement of 5th-grade students on triangles and quadrilaterals. An explanatory design, one of the mixed research methods, was used in the research. The quantitative part of the research was designed as a quasi-experimental using a pre-test and post-test control group model. In accordance with this model, three classes were designated as the experimental group and one class as the control group, thus creating a total of four groups. The research sample consists of 96 students studying in the 5th grade at a public school in the city center of Şanlıurfa. One control and three experimental groups were randomly selected among the 5th-grade classes in this school. The research data collection tools are academic achievement test and semi-structured interview form. Before the application, a preliminary knowledge test was applied to all groups as a pre-test, and an academic achievement test was applied as a post-test after the application. At the end of the application, semi-structured interviews were conducted with randomly selected students from the experimental groups. As a result of the research, it was determined that journal and letter writing, which are among the writing-to-learn activities, increase academic achievement. In addition, students stated that journal and letter writing activities positively impacted learning, enabled repetition, provided permanent learning, were fun, and had some difficulties in practice. Keywords: Writing-to-learn in mathematics, Journal and letter writing, Triangles and Quadrilaterals
The purpose of this research is to examine the effects of writing journals and letters, which are writing-to-learn activities, on the academic achievement of 5th-grade students on triangles and quadrilaterals. An explanatory design, one of the mixed research methods, was used in the research. The quantitative part of the research was designed as a quasi-experimental using a pre-test and post-test control group model. In accordance with this model, three classes were designated as the experimental group and one class as the control group, thus creating a total of four groups. The research sample consists of 96 students studying in the 5th grade at a public school in the city center of Şanlıurfa. One control and three experimental groups were randomly selected among the 5th-grade classes in this school. The research data collection tools are academic achievement test and semi-structured interview form. Before the application, a preliminary knowledge test was applied to all groups as a pre-test, and an academic achievement test was applied as a post-test after the application. At the end of the application, semi-structured interviews were conducted with randomly selected students from the experimental groups. As a result of the research, it was determined that journal and letter writing, which are among the writing-to-learn activities, increase academic achievement. In addition, students stated that journal and letter writing activities positively impacted learning, enabled repetition, provided permanent learning, were fun, and had some difficulties in practice. Keywords: Writing-to-learn in mathematics, Journal and letter writing, Triangles and Quadrilaterals
Açıklama
Fen Bilimleri Enstitüsü, Matematik Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
