Ortaokul 6. sınıf kesirler konusunun görselleştirme ile öğretiminin akademik başarıya etkisinin incelenmesi
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
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Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, kesirler konusunun görselleştirme kullanılarak öğretilmesinin öğrencilerin akademik başarılarına etkisini incelemek amaçlanmıştır. Çalışmada nicel araştırma yöntemlerinden deneysel model kullanılmıştır. Çalışma grubu, amaçlı örnekleme yöntemleri arasında bulunan uygun durum örnekleme yöntemi ile seçilmiştir. Araştırma, Yozgat ili Şefaatli ilçesinde bulunan bir devlet okulunda 2018-2019 eğitim öğretim yılının birinci döneminde yürütülmüştür. Çalışma grubu, deney grubunda 14 ve kontrol grubunda 12 kişi olmak üzere toplam 26 tane 6. sınıf öğrencisinden oluşmaktadır. Deney ve kontrol grupları oluşturularak ortaokul 6. sınıf öğrencilerine kesirler konusu deney grubunda görselleştirme ile ve kontrol grubuna şu anda ders kitaplarında verilen metotlarla anlatılmıştır. Veri toplamak için araştırmacı tarafından geliştirilen ve 16 klasik sorudan oluşan ''Kesirler Başarı Testi'' hem ön test hem de son test olarak kullanılmıştır. Her bir soru puanlanırken doğru cevaplar için iki puan, kısmen doğru cevaplar için bir puan, yanlış ve boş cevaplar için sıfır puan verilmiştir. Öğretim süreci öncesinde ön test ve öğretim süreci tamamlandıktan sonra son test uygulamaları yapılarak veriler toplanmıştır. Öğretim süreci yaklaşık 4 hafta sürmüştür. Öğretim süreci boyunca anlatılan kazanımlar: Kesirleri karşılaştırır, sıralar ve sayı doğrusunda gösterir. Kesirlerle toplama ve çıkarma işlemlerini yapar. Bir doğal sayı ile bir kesrin çarpma işlemini yapar ve anlamlandırır. İki kesrin çarpma işlemini yapar ve anlamlandırır. Bir doğal sayıyı bir kesre ve bir kesri bir doğal sayıya böler, bu işlemi anlamlandırır. İki kesrin bölme işlemini yapar ve anlamlandırır. Kesirlerle işlem yapmayı gerektiren problemleri çözer. Veri analizinde betimsel istatistikler ve bağımsız örneklemler için Mann Whitney U Testi, bağımlı örneklemler için Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Öğrencilerin başarı durumları incelendiğinde ön test sonuçlarının aritmetik ortalamalarının oldukça düşük olduğu görülmüştür. Son test sonuçlarının aritmetik ortalamalarına bakıldığında ise her iki grubun kesirler başarısı artmıştır ancak kesirler öğretimi yaklaşık 4 hafta boyunca yapıldığı göz önüne alındığında yine öğrenci başarılarının düşük olduğu söylenebilir. Ayrıca görselleştirmeyle kesirler öğretimi yapılan grup ile milli eğitim bakanlığının ders kitabındaki yöntemlerle kesirler öğretimi yapılan grubun son test sonuçlarına göre gruplar arasında istatistiksel olarak anlamlı bir farklılık görülmemiştir.
In this study, it was aimed to examine the effect of teaching fractions using visualization on students' academic achievement. Experimental model, one of the quantitative research methods, was used in the study. Among the experimental model types, classical experimental method was preferred. The study group was selected via the appropriate case sampling method, which is among the purposeful sampling methods. The research was carried out in the fall semester of 2018-2019 academic year in a public school in Şefaatli district of Yozgat. The study group consisted of 26 sixth grade students, 14 in the experimental group and 12 in the control group. By creating experimental and control groups, the subject of fractions was taught to the 6th grade students with the visualization in the experimental group and with the methods given in the textbooks in the control group. The 'Fractions Achievement Test', developed by the researcher and consisting of 16 classic questions, was used both as a pre-test and a post-test to collect data. Each question was scored with two points for correct answers, one point for partially correct answers, and zero points for false and blank answers. Before the teaching process, pre-test and post-test applications were completed after the completion of the teaching process and the data were collected. The teaching process lasted approximately 4 weeks. The learning outcomes explained during the teaching process: Compares fractions, sorts and shows on the number line. Does addition and subtraction operations with fractions. Multiplies a natural number and a fraction and make sense of the operation. Does the multiplication of two fractions and makes sense of the operation. Divides a natural number into a fraction and a fraction into a natural number, makes sense of the operation. Does the division of two fractions and makes sense of the operation. Solves problems that require fraction operations. Mann Whitney U Test was used for descriptive statistics and independent samples, and Wilcoxon Signed Rows Test was used for dependent samples. When the achievement levels of the students were examined, the arithmetic mean of the pretest results was found to be quite low. When the arithmetic averages of the post-test results are analyzed, achievement of both groups in the fractions has increased, but it can be said that student achievements are still low considering the teaching of fractions for about 4 weeks. In addition, according to the post-test results of the group where fractions were taught by visualization and the methods in the textbook of the Ministry of National Education, there was no statistically significant difference between the groups.
In this study, it was aimed to examine the effect of teaching fractions using visualization on students' academic achievement. Experimental model, one of the quantitative research methods, was used in the study. Among the experimental model types, classical experimental method was preferred. The study group was selected via the appropriate case sampling method, which is among the purposeful sampling methods. The research was carried out in the fall semester of 2018-2019 academic year in a public school in Şefaatli district of Yozgat. The study group consisted of 26 sixth grade students, 14 in the experimental group and 12 in the control group. By creating experimental and control groups, the subject of fractions was taught to the 6th grade students with the visualization in the experimental group and with the methods given in the textbooks in the control group. The 'Fractions Achievement Test', developed by the researcher and consisting of 16 classic questions, was used both as a pre-test and a post-test to collect data. Each question was scored with two points for correct answers, one point for partially correct answers, and zero points for false and blank answers. Before the teaching process, pre-test and post-test applications were completed after the completion of the teaching process and the data were collected. The teaching process lasted approximately 4 weeks. The learning outcomes explained during the teaching process: Compares fractions, sorts and shows on the number line. Does addition and subtraction operations with fractions. Multiplies a natural number and a fraction and make sense of the operation. Does the multiplication of two fractions and makes sense of the operation. Divides a natural number into a fraction and a fraction into a natural number, makes sense of the operation. Does the division of two fractions and makes sense of the operation. Solves problems that require fraction operations. Mann Whitney U Test was used for descriptive statistics and independent samples, and Wilcoxon Signed Rows Test was used for dependent samples. When the achievement levels of the students were examined, the arithmetic mean of the pretest results was found to be quite low. When the arithmetic averages of the post-test results are analyzed, achievement of both groups in the fractions has increased, but it can be said that student achievements are still low considering the teaching of fractions for about 4 weeks. In addition, according to the post-test results of the group where fractions were taught by visualization and the methods in the textbook of the Ministry of National Education, there was no statistically significant difference between the groups.
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Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training ; Matematik, , , , , , , ,
