Farklılaştırılmış Öğretimin İngilizce Dersinde Akademik Başarıya Etkisi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Zonguldak Bülent Ecevit Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, yedinci sınıf İngilizce dersinde farklılaştırılmış öğretimin akademik başarı üzerine etkisini araştırmaktır. Buamaç doğrultusunda, yedinci sınıf altıncı ünite olan Celebrations (Kutlamalar) teması ve temaya ait kazanımlara için farklılaştırılmışöğretim uyarınca ders planları hazırlanmıştır. Araştırmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Öğretiminfarklılaştırılmasından önce, öğrencilerin öğrenme profilleri incelenmiştir. Deneysel işlem süresince, farklılaştırılmış öğretimin uygulandığıgrupta içerik, süreç ve ürün ögeleri farklılaştırılırken, müdahale edilmeyen programın uygulandığı grupta ise mevcut öğretime devamedilmiştir. Araştırmanın farklılaştırılmış öğretim uygulanan deney grubunu ve müdahale edilmeyen öğretim programının uygulandığıkontrol grubunu 2018-2019 eğitim öğretim yılı Malatya ili Pütürge ilçesinde bulunan ve benzer özelliklerdeki ortaokullara devam eden 54öğrenci oluşturmaktadır. Her iki gruba da Celebrations teması başarı testi deneysel işlemden önce ön-test, öğretimden sonra da son-testolarak uygulanmıştır. Araştırmada hem deney hem kontrol grubundaki öğrencilerin akademik başarılarında son test lehine anlamlı birfark bulunmuştur. İki grubun son test puanları arasında da anlamlı bir fark vardır. Buna göre, her iki öğretim de akademik başarı artırmadaetkili iken farklılaştırılmış öğretim müdahale edilmeyen öğretim programından daha etkili olmuştur. Elde edilen bu sonuçlardan dolayı,Celebrations teması öğretiminde akademik başarının artırılması için farklılaştırılmış öğretimin kullanılabileceği önerisi getirilmiştir
The aim of this study is to investigate the effects of differentiated teaching on academic achievement in seventh-grade English courses. Forthis purpose, lesson plans were prepared in accordance with the differentiated instruction for the achievement of the Celebrations theme,the sixth-grade sixth unit. In the research, a semi-experimental pattern with a pretest-posttest control group was used. The learning profilesof the students were examined before the teaching was differentiated. During the experimental process, while the content, process andproduct items were differentiated in the group where differentiated instruction was applied, the current education continued in the groupwhere the non-intervention program was applied. 54 students attending secondary schools with similar characteristics in Malatya provinceof 2018-2019 academic year constitute the experimental group in which the differentiated education was applied and the control group inwhich the non-interfering education program is applied. The celebrations theme achievement test was applied to both groups as a pre-testbefore the experimental process and as a post-test after the teaching. In the research, a significant difference was found in favor of the posttestin the academic success of students in both experimental and control groups. There is also a significant difference between the posttestscores of the two groups. Accordingly, while both teaching was effective in increasing academic achievement, differentiated teachingwas more effective than non-interfering teaching programs. Due to these results, it has been suggested that differentiated instruction canbe used to increase academic success in Celebrations theme teaching
The aim of this study is to investigate the effects of differentiated teaching on academic achievement in seventh-grade English courses. Forthis purpose, lesson plans were prepared in accordance with the differentiated instruction for the achievement of the Celebrations theme,the sixth-grade sixth unit. In the research, a semi-experimental pattern with a pretest-posttest control group was used. The learning profilesof the students were examined before the teaching was differentiated. During the experimental process, while the content, process andproduct items were differentiated in the group where differentiated instruction was applied, the current education continued in the groupwhere the non-intervention program was applied. 54 students attending secondary schools with similar characteristics in Malatya provinceof 2018-2019 academic year constitute the experimental group in which the differentiated education was applied and the control group inwhich the non-interfering education program is applied. The celebrations theme achievement test was applied to both groups as a pre-testbefore the experimental process and as a post-test after the teaching. In the research, a significant difference was found in favor of the posttestin the academic success of students in both experimental and control groups. There is also a significant difference between the posttestscores of the two groups. Accordingly, while both teaching was effective in increasing academic achievement, differentiated teachingwas more effective than non-interfering teaching programs. Due to these results, it has been suggested that differentiated instruction canbe used to increase academic success in Celebrations theme teaching
Açıklama
Anahtar Kelimeler
Ortaokul|Yabancı dil öğretimi|Farklılaştırılmış öğretim|Akademik Başarı
Kaynak
Journal of Higher Education and Science
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
1
