Meydan okumaya dayalı öğrenme yaklaşımının öğrencilerin akademik başarılarına, 21. yüzyıl becerilerine, tutum ve motivasyonlarına etkisi
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Tarih
2025
Yazarlar
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, meydan okumaya dayalı öğrenme yaklaşımının öğrencilerin akademik başarılarına, 21. yüzyıl becerilerine, tutum ve motivasyonlarına etkisini araştırmaktır. Araştırmada, karma araştırma yöntemi ve sıralı açıklayıcı desen kullanılmıştır. Araştırmanın nicel boyutunda ön-test son-test kontrol gruplu deneysel, nitel boyutunda ise durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu, küme örnekleme yöntemine göre seçilmiş, Doğu Anadolu'da bulunan bir ilin merkez ilçelerinden birine bağlı bir ortaokula devam eden 30 (Meydan okumaya dayalı öğrenme: 15, Müdahale edilmeyen öğretim programı: 15) altıncı sınıf öğrencileridir. Deneysel uygulama sürecinde deney grubunda meydan okumaya dayalı öğrenme yaklaşımı kullanılmış, kontrol grubunda müdahale edilmeyen öğretim programına (İngilizce dersi öğretim programı) devam edilmiştir. Nitel verilerin elde edilmesinde ise odak grup görüşme tekniği kullanılmıştır. Araştırmanın nicel verileri, araştırmacı tarafından geliştirilen Save The Planet & Democracy Temaları Akademik Başarı Testi, 21. Yüzyıl Becerileri Ölçeği, İngilizce Dersine Yönelik Tutum Ölçeği, İngilizce Motivasyon Ölçeği aracılığıyla, nitel veriler ise araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile elde edilmiştir. Nicel veriler istatistiki işlemlerle, nitel veriler ise betimsel analiz ile incelenmiştir. Araştırma sonucunda elde edilen verilere göre İngilizce dersinde meydan okumaya dayalı öğrenme öğrencilerin akademik başarılarına, 21. yüzyıl becerilerine, İngilizce dersine yönelik tutumlarına ve motivasyonlarına olumlu etki etmiştir. Öğrenciler meydan okumaya dayalı öğrenmeyi eğlenceli, ilgi çekici, İngilizceyi sevdiren, teknolojik ve akılda kalıcı bulmuşlardır. Bu bulgulara dayanarak meydan okumaya dayalı öğrenme, İngilizce dersinde öğrencilerin akademik başarılarını, 21. yüzyıl becerilerini, tutum ve motivasyonlarını artırmak amaçlarıyla kullanılabilir.
The aim of this research is to investigate the effects of challenge-based learning approach on students' academic achievement, 21st century skills, attitudes and motivation. A mixed research method and sequential explanatory design were used in the research. A pre-test post-test control group experimental design was used in the quantitative part of the research, and a case study design was used in the qualitative part. The study group of the research was selected according to the cluster sampling method and consisted of 30 (Challenge-based learning: 15, Non-intervention curriculum: 15) sixth grade students attending a secondary school in one of the central districts of a province in Eastern Anatolia. During the experimental application process, challenge-based learning applications were carried out in the experimental group, while the non-intervention curriculum (the current English language curriculum) was continued in the control group. The focus group interview technique was used to obtain the qualitative data. The quantitative data of the study were obtained through the Save The Planet & Democracy Themes Academic Achievement Test, 21st Century Skills Scale, Attitude Scale Towards English Course, and English Motivation Scale developed by the researcher, while the qualitative data were obtained through a semi-structured interview form developed by the researcher. Quantitative data were examined with statistical procedures, and qualitative data were examined with descriptive analysis. According to the data obtained as a result of the research, challenge-based learning in English course had a positive effect on students' academic achievement, 21st century skills, attitudes towards English course, and motivation. Students found challenge-based learning fun, interesting, endearing English, technological, and memorable. Based on these findings, challenge-based learning can be used to increase students' academic achievement, 21st century skills, attitudes, and motivation in English course.
The aim of this research is to investigate the effects of challenge-based learning approach on students' academic achievement, 21st century skills, attitudes and motivation. A mixed research method and sequential explanatory design were used in the research. A pre-test post-test control group experimental design was used in the quantitative part of the research, and a case study design was used in the qualitative part. The study group of the research was selected according to the cluster sampling method and consisted of 30 (Challenge-based learning: 15, Non-intervention curriculum: 15) sixth grade students attending a secondary school in one of the central districts of a province in Eastern Anatolia. During the experimental application process, challenge-based learning applications were carried out in the experimental group, while the non-intervention curriculum (the current English language curriculum) was continued in the control group. The focus group interview technique was used to obtain the qualitative data. The quantitative data of the study were obtained through the Save The Planet & Democracy Themes Academic Achievement Test, 21st Century Skills Scale, Attitude Scale Towards English Course, and English Motivation Scale developed by the researcher, while the qualitative data were obtained through a semi-structured interview form developed by the researcher. Quantitative data were examined with statistical procedures, and qualitative data were examined with descriptive analysis. According to the data obtained as a result of the research, challenge-based learning in English course had a positive effect on students' academic achievement, 21st century skills, attitudes towards English course, and motivation. Students found challenge-based learning fun, interesting, endearing English, technological, and memorable. Based on these findings, challenge-based learning can be used to increase students' academic achievement, 21st century skills, attitudes, and motivation in English course.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
