Dijital içerik ile desteklenen fen bilimleri öğretiminin akademik başarı, derse yönelik tutum ve kalıcılığa etkisi
Küçük Resim Yok
Tarih
2025
Yazarlar
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Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, dijital içerik ile desteklenen fen bilimleri öğretiminin akademik başarı, derse yönelik tutum ve öğrenmedeki kalıcılığa etkisini belirlemektir. Bu amaç doğrultusunda çalışma, nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma yönteme göre desenlenmiştir. Çalışmanın nicel boyutunda ön test son test kontrol gruplu yarı deneysel desen tercih edilirken, nitel boyutunda ise durum çalışması kullanılmıştır. Nicel boyutun çalışma grubunu Malatya ili Battalgazi ilçesinin bir ortaokulundaki beşinci sınıflardan biri deney grubu (20) diğeri kontrol grubu (20) olmak üzere toplam 40 öğrenci oluştururken; nitel boyutun çalışma grubunu deney grubundan seçilen 11 öğrenci oluşturmuştur. Çalışmanın nicel verilerini toplamak için Madde ve Değişim Ünitesine ait "Akademik Başarı Testi" ile Uyanık (2014) tarafından geliştirilen "Fen Bilimleri Dersi Tutum Ölçeği" kullanılmıştır. Nitel verilerin elde edilmesi için "Yarı Yapılandırılmış Görüşme Formu" kullanılmıştır. Nicel verilerin analizi için normallik testleri yapılmış, normal dağılan veriler için parametrik testler; normal dağılmayan veriler için non-parametrik testler ile analizler yapılmıştır. Nitel verilerin analizi için ise içerik ve betimsel analizin birleşimi olan ikinci düzey tümevarım analiz yöntemi kullanılmıştır. Verilerin analiz edilmesi ile elde edilen sonuçlara göre, deney grubuna uygulanan dijital içeriklerle desteklenmiş fen bilimleri öğretimi akademik başarıyı kontrol grubuna kıyasla daha fazla artırmış ancak istatistiksel olarak mevcut öğretim programının kullanıldığı kontrol grubuna kıyasla anlamlı fark oluşturmamıştır. Derse yönelik tutum puanları bakımından deney grubu ile kontrol grubunun tutum son test puanları arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğrenmedeki kalıcılığa ilişkin elde edilen sonuçlara göre deney grubu ile kontrol grubunun kalıcılık test puanları arasında deney grubu lehine istatistiksel olarak anlamlı bir fark tespit edilmiştir. Buna göre dijital içeriklerle desteklenen fen bilimleri öğretimi öğrenmedeki kalıcılığı artırmada etkilidir. Nitel verilerden elde edilen sonuçlara göre, öğrenciler dijital içerikler için, kendi kendine öğrenme fırsatı oluşturması, tekrar etme imkânı tanıması, öğrenme isteğini artırması, ilgilerini çekmesi ve dikkatlerini artırması gibi genelde olumlu görüş belirtirken; teknik problem yaşamaları ve seçenek sunulduğunda konuyu öğretmenin anlatmasını tercih etme eğilimleri ile de olumsuz görüş belirtmişlerdir.
The main purpose of this study is to determine the effect of science teaching supported by digital content on academic achievement, attitude towards the course and retention in learning. In line with this purpose, the study was designed according to the mixed method in which quantitative and qualitative research methods were used together. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was preferred, while a case study was used in the qualitative dimension. The study group of the quantitative dimension consisted of a total of 40 students from the 5th grade in a middle school in Battalgazi district of Malatya province, one experimental group (20) and one control group (20), while the study group of the qualitative dimension consisted of 11 students selected from the experimental group. The "Academic Achievement Test" of the Matter and Change Unit and the "Science Course Attitude Scale" developed by Uyanık (2014) were used to collect the quantitative data of the study. "Semi-structured Interview Form" was used to obtain qualitative data. For the analysis of quantitative data, normality tests were performed, parametric tests were used for normally distributed data, and non-parametric tests were used for non-normally distributed data. For the analysis of qualitative data, the second level inductive analysis method, which is a combination of content and descriptive analysis, was used. According to the results obtained by analyzing the data, science teaching supported with digital content applied to the experimental group increased academic achievement more than the control group, but did not statistically create a significant difference compared to the control group in which the current curriculum was used. In terms of attitude towards the course, there was no statistically significant difference between the attitude post-test scores of the experimental group and the control group. According to the results obtained regarding the retention in learning, a statistically significant difference was found between the retention test scores of the experimental group and the control group in favor of the experimental group. Accordingly, science teaching supported by digital content is effective in increasing retention in learning. According to the results obtained from qualitative data, while students generally expressed positive opinions about digital content such as creating self-learning opportunities, allowing repetition, increasing the desire to learn, attracting their interest and increasing their attention, they also expressed negative opinions such as having technical problems and preferring the teacher to explain the subject when given the option.
The main purpose of this study is to determine the effect of science teaching supported by digital content on academic achievement, attitude towards the course and retention in learning. In line with this purpose, the study was designed according to the mixed method in which quantitative and qualitative research methods were used together. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was preferred, while a case study was used in the qualitative dimension. The study group of the quantitative dimension consisted of a total of 40 students from the 5th grade in a middle school in Battalgazi district of Malatya province, one experimental group (20) and one control group (20), while the study group of the qualitative dimension consisted of 11 students selected from the experimental group. The "Academic Achievement Test" of the Matter and Change Unit and the "Science Course Attitude Scale" developed by Uyanık (2014) were used to collect the quantitative data of the study. "Semi-structured Interview Form" was used to obtain qualitative data. For the analysis of quantitative data, normality tests were performed, parametric tests were used for normally distributed data, and non-parametric tests were used for non-normally distributed data. For the analysis of qualitative data, the second level inductive analysis method, which is a combination of content and descriptive analysis, was used. According to the results obtained by analyzing the data, science teaching supported with digital content applied to the experimental group increased academic achievement more than the control group, but did not statistically create a significant difference compared to the control group in which the current curriculum was used. In terms of attitude towards the course, there was no statistically significant difference between the attitude post-test scores of the experimental group and the control group. According to the results obtained regarding the retention in learning, a statistically significant difference was found between the retention test scores of the experimental group and the control group in favor of the experimental group. Accordingly, science teaching supported by digital content is effective in increasing retention in learning. According to the results obtained from qualitative data, while students generally expressed positive opinions about digital content such as creating self-learning opportunities, allowing repetition, increasing the desire to learn, attracting their interest and increasing their attention, they also expressed negative opinions such as having technical problems and preferring the teacher to explain the subject when given the option.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
