Web 2.0 araçlarıyla desteklenen matematik öğretiminin ortaokul öğrencilerinin akademik başarısına etkisi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı 6. sınıf matematik dersi 4. ünitesinin Web 2.0 araçları ile öğretimin, öğrencilerin akademik başarısına, kalıcılığına ve matematik tutumlarına etkisini incelemektir. Bu çalışma, nicel ve nitel verilerin toplandığı karma yöntem araştırmalarından biri olan müdahale desenine sahiptir. Araştırmanın çalışma grubunu 2022-2023 eğitim öğretim yılında Batman ili Hasankeyf ilçesinde bulunan bir devlet okulundaki ortaokul öğrencileri oluşturmaktadır. Bu çalışmada yer alan katılımcı sayısı toplamda 48 ortaokul öğrencisidir. Bu öğrencilerin 24'ü deney grubunu, 24'ü kontrol grubunu oluşturmaktadır. Araştırmada, matematik dersi 4. Ünitesinin öğretimi deney grubunda sekiz farklı Web 2.0 aracı (Learningapps, Socrative, Quizizz, Matific, Wordwall, Flippity, Pixton vePowtoon) kullanılarak gerçekleştirilirken kontrol grubunda matematik öğretim programına dayandırılmış geleneksel matematik öğretimi gerçekleştirilmiştir. Çalışmanın süresi 8 haftadır. Araştırma, 6. sınıf 4. ünitesine ait 8 kazanım ile sınırlandırılmıştır. Araştırma kapsamında nicel ve nitel veri toplama araçları kullanılmıştır. Araştırmanın nicel verileri Cebirsel ifadeler ve Veri Analizi Başarı Testi (CVBT) ve Matematik Tutum Testi (MTT) ölçekleri kullanılarak elde edilmiştir. Bu veri toplama araçlarından Cebirsel ifadeler ve Veri Analizi Başarı Testi (CVBT), araştırmacı tarafından geliştirilmiştir. Araştırmanın nitel verileri için öğrenci günlüklerinden faydalanılmıştır. Nicel verilerin analizi için SPSS paket programı kullanılarak betimsel istatistikler, t-Testi, ANOVA testi kullanılmıştır. Nitel verilerin analizi için içerik analizi tekniklerinden faydalanılmıştır. Araştırmanın sonucunda matematik öğretiminde Web 2.0 araçlarının kullanımının öğrencilerin akademik başarılarını artırdığı, kalıcılığı ve matematik dersine yönelik tutumlarını olumlu yönde etkilediği görülmüştür. Ortaya konan bu sonuçlara dayalı olarak matematik eğitiminde Web 2.0 araçlarının daha sık kullanılması gerektiği değerlendirilmektedir. Yine matematik öğretiminde Web 2.0 araçlarının kullanımında öğretmenlerin dikkat edebilecekleri önerilerde bulunulmuştur. Anahtar Kelimeler: Öğrenci Günlükleri, Matematik Öğretimi, Web 2.0 Araçları, Öğretim Teknolojileri.
The purpose of this research is to examine the effect of teaching with Web 2.0 tools in the 4th unit of the 6th grade mathematics course on students' academic success, retention and mathematics attitudes. This study has an intervention design, which is one of the mixed methods studies in which quantitative and qualitative data are collected. The study group of the research consists of secondary school students at a public school in Hasankeyf district of Batman province in the 2022-2023 academic year. The number of participants in this study is 48 secondary school students in total. 24 of these students constitute the experimental group and 24 constitute the control group. In the research, the teaching of the 4th Unit of the mathematics course was carried out using eight different Web 2.0 tools (Learningapps, Socrative, Quizizz, Matific, Wordwall, Flippity, Pixton and Powtoon) in the experimental group, while traditional mathematics teaching based on the mathematics curriculum was carried out in the control group. The duration of the study is 8 weeks. The research was limited to 8 outcomes of the 4th unit of the 6th grade. Quantitative and qualitative data collection tools were used within the scope of the research. The quantitative data of the research were obtained using Algebraic expressions and Data Analysis Achievement Test (CVBT) and Mathematics Attitude Test (MTT) scales. Among these data collection tools, Algebraic expressions and Data Analysis Achievement Test (CVBT) were developed by the researcher. Student diaries were used for the qualitative data of the research. For the analysis of quantitative data, descriptive statistics, t-Test, ANOVA test were used using the SPSS package program. Content analysis techniques were used to analyze qualitative data. As a result of the research, it was seen that the use of Web 2.0 tools in mathematics teaching increased students' academic success and positively affected their retention and attitudes towards mathematics lessons. Based on these results, it is evaluated that Web 2.0 tools should be used more frequently in mathematics education. Again, suggestions have been made that teachers can pay attention to when using Web 2.0 tools in mathematics teaching. Key Words: Student Diaries, Mathematics Teaching, Web 2.0 Tools, Instructional Technologies.
The purpose of this research is to examine the effect of teaching with Web 2.0 tools in the 4th unit of the 6th grade mathematics course on students' academic success, retention and mathematics attitudes. This study has an intervention design, which is one of the mixed methods studies in which quantitative and qualitative data are collected. The study group of the research consists of secondary school students at a public school in Hasankeyf district of Batman province in the 2022-2023 academic year. The number of participants in this study is 48 secondary school students in total. 24 of these students constitute the experimental group and 24 constitute the control group. In the research, the teaching of the 4th Unit of the mathematics course was carried out using eight different Web 2.0 tools (Learningapps, Socrative, Quizizz, Matific, Wordwall, Flippity, Pixton and Powtoon) in the experimental group, while traditional mathematics teaching based on the mathematics curriculum was carried out in the control group. The duration of the study is 8 weeks. The research was limited to 8 outcomes of the 4th unit of the 6th grade. Quantitative and qualitative data collection tools were used within the scope of the research. The quantitative data of the research were obtained using Algebraic expressions and Data Analysis Achievement Test (CVBT) and Mathematics Attitude Test (MTT) scales. Among these data collection tools, Algebraic expressions and Data Analysis Achievement Test (CVBT) were developed by the researcher. Student diaries were used for the qualitative data of the research. For the analysis of quantitative data, descriptive statistics, t-Test, ANOVA test were used using the SPSS package program. Content analysis techniques were used to analyze qualitative data. As a result of the research, it was seen that the use of Web 2.0 tools in mathematics teaching increased students' academic success and positively affected their retention and attitudes towards mathematics lessons. Based on these results, it is evaluated that Web 2.0 tools should be used more frequently in mathematics education. Again, suggestions have been made that teachers can pay attention to when using Web 2.0 tools in mathematics teaching. Key Words: Student Diaries, Mathematics Teaching, Web 2.0 Tools, Instructional Technologies.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
