Din Kültürü ve Ahlak Bilgi dersinde akran öğretiminin öğrencilerin başarı ve tutumlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı akran öğretiminin Din Kültürü ve Ahlak Bilgisi (DKAB) dersindeki etkisini "Çevremizde Dinin İzleri" ünitesi örnekliğinde ele almaktadır. Bu kapsamda söz konusu yöntemin öğrenci başarısına ve öğrencilerin derse yönelik tutumlarına etkisi incelenecektir. Araştırma nicel bir çalışma olup araştırmada deneysel desenlerden ön test- son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın evreni Şanlıurfa ilinin Haliliye ilçesindeki Süleymaniye Ortaokulu'nda öğrenim gören 5. sınıf öğrencileri olarak belirlenmiştir. Örneklemin seçiminde uygun örneklem yöntemi benimsenmiştir. Bu doğrultuda biri deney biri kontrol grubu olmak üzere 5. sınıflardan 2 farklı sınıf belirlenmiştir. Araştırmanın verileri her iki gruba uygulanan Çevremizde Dinin İzleri'ne ilişkin başarı testi ile Din Kültürü ve Ahlak Bilgisi dersine ilişkin tutum ölçeğinden elde edilmiştir. Araştırmada kullanılan başarı testi araştırmacı tarafından hazırlanırken tutum ölçeği ise başka bir araştırmacının hazırladığı şekliyle kullanılmıştır. Çalışmadan elde edilen veriler SPSS paket programıyla analiz edilmiştir. Elde edilen verilerin normal dağılıma uygunluğu test edilmiştir. Bu doğrultuda deney ve kontrol gruplarının başarı testine ilişkin ön test puanlarının karşılaştırılmasında parametrik testlerden bağımsız örneklem t- testi kullanılmıştır. Kontrol grubunun başarı testine ilişkin ön test- son test puanlarının karşılaştırılmasında ise Wilcoxon İşaretli Sıralar testi kullanılmıştır. Deney grubunun başarı testine ilişkin ön test- son test puanlarının karşılaştırılmasında bağımlı örneklem t-testi kullanılmıştır. Deney ve kontrol gruplarının başarı testine ilişkin son test puanlarının karşılaştırılmasında ise Mann Whitney- U testi kullanılmıştır. Deney ve kontrol gruplarının tutum ölçeğine ilişkin ön test- son test puanlarının karşılaştırılmasında Mann Whitney- U testi kullanılırken grupların kendi içerisinde ön test- son test puanlarının karşılaştırılmasında Wilcoxon İşaretli Sıralar testi kullanılmıştır. Çalışmanın bulgularından hareketle akran öğretiminin öğrencilerin akademik başarılarını arttırdığı ancak derse yönelik tutumlarında anlamlı bir farklılık oluşturmadığı sonucuna ulaşılmıştır. Anahtar Kelimeler: Din eğitimi, yapılandırmacılık, akran öğretimi
The aim of this study is to discuss the effect of peer teaching on the Religious Culture and Moral Knowledge (DKAB) course with the example of the unit "Traces of Religion in Our Environment". In this context, the effect of this method on student achievement and students' attitudes towards the course will be examined. The research is a quantitative study and a quasi-experimental design with pre-test-post-test control group was used in the research. The population of the study was determined as 5th grade students studying at Süleymaniye Secondary School in Haliliye district of Şanlıurfa province. Appropriate sampling method was adopted in the selection of the sample. In this direction, 2 different classes from the 5th grades, one of which is the experimental group and the other is the control group, were determined. The data of the study were obtained from the achievement test on the Traces of Religion in Our Environment and the attitude scale regarding the Religious Culture and Moral Knowledge course applied to both groups. While the achievement test used in the study was prepared by the researcher, the attitude scale was used as prepared by another researcher. The data obtained from the study were analyzed with the SPSS package program. The compliance of the obtained data with normal distribution was tested. In this regard, independent sample t-test, one of the parametric tests, was used to compare the pre-test scores of the experimental and control groups regarding the achievement test. Wilcoxon Signed Rank test was used to compare the pre-test and post-test scores of the control group regarding the achievement test. Dependent sample t-test was used to compare the pretest-posttest scores of the experimental group regarding the achievement test. Mann Whitney-U test was used to compare the post-test scores of the experimental and control groups regarding the achievement test. While the Mann Whitney-U test was used to compare the pretest-posttest scores of the experimental and control groups on the attitude scale, the Wilcoxon Signed Rank test was used to compare the pretest-posttest scores within the groups. Based on the findings of the study, it was concluded that peer teaching increased students' academic success, but did not create a significant difference in their attitudes towards the course. Key Words: Religious education, constructivism, peer teaching
The aim of this study is to discuss the effect of peer teaching on the Religious Culture and Moral Knowledge (DKAB) course with the example of the unit "Traces of Religion in Our Environment". In this context, the effect of this method on student achievement and students' attitudes towards the course will be examined. The research is a quantitative study and a quasi-experimental design with pre-test-post-test control group was used in the research. The population of the study was determined as 5th grade students studying at Süleymaniye Secondary School in Haliliye district of Şanlıurfa province. Appropriate sampling method was adopted in the selection of the sample. In this direction, 2 different classes from the 5th grades, one of which is the experimental group and the other is the control group, were determined. The data of the study were obtained from the achievement test on the Traces of Religion in Our Environment and the attitude scale regarding the Religious Culture and Moral Knowledge course applied to both groups. While the achievement test used in the study was prepared by the researcher, the attitude scale was used as prepared by another researcher. The data obtained from the study were analyzed with the SPSS package program. The compliance of the obtained data with normal distribution was tested. In this regard, independent sample t-test, one of the parametric tests, was used to compare the pre-test scores of the experimental and control groups regarding the achievement test. Wilcoxon Signed Rank test was used to compare the pre-test and post-test scores of the control group regarding the achievement test. Dependent sample t-test was used to compare the pretest-posttest scores of the experimental group regarding the achievement test. Mann Whitney-U test was used to compare the post-test scores of the experimental and control groups regarding the achievement test. While the Mann Whitney-U test was used to compare the pretest-posttest scores of the experimental and control groups on the attitude scale, the Wilcoxon Signed Rank test was used to compare the pretest-posttest scores within the groups. Based on the findings of the study, it was concluded that peer teaching increased students' academic success, but did not create a significant difference in their attitudes towards the course. Key Words: Religious education, constructivism, peer teaching
Açıklama
Anahtar Kelimeler
Din, Religion
