Matematik dersinde web 2.0 uygulamaları kullanımının öğrencilerin matematik kaygılarına ve matematik motivasyonlarına etkisi
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Dosyalar
Tarih
2024
Yazarlar
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı matematik derslerinde Web 2.0 araçları ile hazırlanan etkinliklerin kullanımının ilköğretim 5. sınıf öğrencilerinin matematik motivasyonlarına ve matematik kaygılarına etkisini incelemektir. Araştırma 2021-2022 eğitim öğretim yılında Düzce ili Merkez ilçesinde bulunan bir devlet okulunda öğrenim gören 5. Sınıf öğrencileri ile gerçekleştirilmiştir. Çalışmaya 22'si deney ve 22'si kontrol grubu olmak üzere 44 öğrenci katılmıştır. Araştırmanın yürütüleceği okulun seçiminde kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Sınıfların seçiminde ise gruplar arasında olasılığa dayalı örnekleme yöntemlerinden rastgele örnekleme yöntemi kullanılmıştır. Deney grubunda Web 2.0 araçları ile hazırlanan etkinliklerden oluşan dersler işlenirken kontrol grubunda ders kitabında yer alan etkinliklerle dersler işlenmiştir. Araştırma 8 hafta sürmüştür. Araştırmanın verileri "Matematik Motivasyon Ölçeği" ve "Matematik Kaygı Ölçeği" kullanılarak toplanmıştır. Verilerin analizinde SPSS 25 programı kullanılmıştır. Elde edilen bulgular araştırma problemlerine sadık kalınarak yorumlanmıştır. Araştırma sonucuna göre Web 2.0 araçları ile hazırlanan etkinliklerin uygulandığı deney grubu öğrencilerinin matematik motivasyonlarında ve matematik kaygılarında anlamlı bir farklılık olduğu görülmüştür. Deney grubu öğrencilerinin matematik motivasyonları artarken matematik kaygıları da düşmüştür.
The objective of this research is to investigate the impact of employing activities crafted with Web 2.0 tools in mathematics lessons on the mathematics motivation and anxiety levels of 5th-grade primary school students. The study was conducted with 5th-grade students enrolled in a public school located in the Central district of Düzce province during the 2021-2022 academic year. A total of 44 students participated in the study, with 22 assigned to the experimental group and 22 to the control group. The selection of the school for the research implementation used a convenient sampling method, while the classes were chosen through a simple random sampling method, one of the probability-based sampling techniques. Throughout the 8-week duration of the research, the experimental group received lessons comprised of activities prepared with Web 2.0 tools, while the control group underwent traditional lessons with activities from the textbook. Data for the research were collected using the "Maths Motivation Scale" and "Mathematics Anxiety Scale." Analysis of the gathered data was performed using the SPSS 25 program, and the results were interpreted in alignment with the research questions. The findings were interpreted in accordance with the research problems. According to the results of the research, it was observed that there was a significant difference in the mathematics motivation and mathematics anxiety of the experimental group students, to whom the activities prepared with Web 2.0 tools were applied. While the mathematics motivation of the experimental group students increased, their mathematics anxiety also decreased.
The objective of this research is to investigate the impact of employing activities crafted with Web 2.0 tools in mathematics lessons on the mathematics motivation and anxiety levels of 5th-grade primary school students. The study was conducted with 5th-grade students enrolled in a public school located in the Central district of Düzce province during the 2021-2022 academic year. A total of 44 students participated in the study, with 22 assigned to the experimental group and 22 to the control group. The selection of the school for the research implementation used a convenient sampling method, while the classes were chosen through a simple random sampling method, one of the probability-based sampling techniques. Throughout the 8-week duration of the research, the experimental group received lessons comprised of activities prepared with Web 2.0 tools, while the control group underwent traditional lessons with activities from the textbook. Data for the research were collected using the "Maths Motivation Scale" and "Mathematics Anxiety Scale." Analysis of the gathered data was performed using the SPSS 25 program, and the results were interpreted in alignment with the research questions. The findings were interpreted in accordance with the research problems. According to the results of the research, it was observed that there was a significant difference in the mathematics motivation and mathematics anxiety of the experimental group students, to whom the activities prepared with Web 2.0 tools were applied. While the mathematics motivation of the experimental group students increased, their mathematics anxiety also decreased.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
