Sıradışı problem çözme eğitiminin sekizinci sınıf öğrencilerinin stratejik esneklik ve liselere giriş sınavı başarısına etkisi
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Date
2020-09-04
Authors
Genç, Tuba
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı, 8. sınıf öğrencilerine verilen sıradışı problem çözme eğitiminin 8. sınıf öğrencilerinin stratejik esnekliklerine ve Liselere Giriş Sınavı başarılarına etkisini incelemektir. Bu amaç kapsamında araştırma ön test-son test deneysel desen modeline göre gerçekleştirilmiştir. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Bursa’nın Gemlik ilçesinde öğrenim gören 200 sekizinci sınıf öğrencisi oluşturmaktadır. Araştırma için gerekli olan veriler 10’ar adet açık uçlu sıradışı problemden oluşan ön test-son test ve 8. sınıf öğrencilerinin yıl sonunda girdiği merkezi sınav olan Liselere Giriş Sınavı (LGS) matematik netlerinden elde edilmiştir. Araştırmada ilk olarak tüm katılımcılara ön test uygulanmış daha sonra deney grubuna (32 kişi) sıradışı problem çözme eğitimi verilmiştir. 9 hafta boyunca haftada 2 saat verilen eğitim süresince deney grubuna farklı stratejiler ile çözüme uygun 38 adet sıra dışı problem çözdürülmüştür. Araştırma boyunca kullanılan problemler sistematik liste yapma, geriye doğru çalışma, tahmin ve kontrol, bağıntı bulma, şekil ve diyagram çizme, problemi basitleştirme, denklem ve eşitsizlik kurma stratejileri ile çözülmeye uygun problemlerden seçilmiştir. Eğitim sonunda tüm gruba son test uygulanarak ve LGS matematik netleri hesaplanarak elde edilen verilerin analizinde uygun testler kullanılarak alt problemlere cevap aranmıştır. Çalışmanın sonunda öğrencilerin büyük bir kısmının zayıf ve orta düzey stratejik esnekliğe sahip olduğu, verilen eğitimin öğrencilerin sıradışı problem çözmede stratejik esneklik puanlarını arttırdığı, stratejik esneklik puanı ile LGS matematik başarısı arasında pozitif yönlü orta düzey anlamlı bir ilişki olduğu görülmüştür. Fakat verilen eğitim deney grubu öğrencilerinin LGS matematik netlerinde kontrol grubuna göre fark oluştursa da iki grup arasında anlamlı bir fark olmadığı tespit edilmiştir.
The aim of this study was to examine the effect of an instruction on non-routine problem solving provided to 8th grade students on their strategic flexibility and their success in the High School Entrance Exam. In accordance with this purpose, the research was carried out based-on to the pretest - posttest experimental design model. The sample of the research consisted of 200 eighth grade students receiving education in Gemlik district of Bursa in the 2018-2019 academic year. The data required for the research were obtained from the pretest - posttest consisting of 10 open-ended non-routine problems and the mathematics scores received from the High School Entrance Exam (LGS), which is the central exam that 8th grade students take at the end of the year. In the study, firstly, all the participants were administered a pretest and then the experimental group (32 students) was given an instruction on non-routine problemsolving. During the instruction, which was given 2 hours a week for 9 weeks, the experimental group was made to solve 38 non-routine problems suitable for solving with different strategies. The problems used throughout the research were chosen from the problems suitable for solving with the strategies of make a systematic list, work backward, guess and check, look for a pattern, draw a diagram, using the solution of simplify the problem, write an equation or inequality. At the end of the education, answers to the sub-problems were sought by applying the post-test to the whole group and using appropriate tests in the analysis of the data obtained by calculating the LGS scores of mathematics. At the end of the study, it was observed that most of the students had weak and medium-level strategic flexibility, that the instruction given increased the students' strategic flexibility scores in non-routine problem solving, and there was a positively moderate and significant relationship between the strategic flexibility score and LGS mathematics achievement. However, although there was a difference between LGS math scores of the students in the experimental group and control group, it was found that this difference was not statistically significant.
The aim of this study was to examine the effect of an instruction on non-routine problem solving provided to 8th grade students on their strategic flexibility and their success in the High School Entrance Exam. In accordance with this purpose, the research was carried out based-on to the pretest - posttest experimental design model. The sample of the research consisted of 200 eighth grade students receiving education in Gemlik district of Bursa in the 2018-2019 academic year. The data required for the research were obtained from the pretest - posttest consisting of 10 open-ended non-routine problems and the mathematics scores received from the High School Entrance Exam (LGS), which is the central exam that 8th grade students take at the end of the year. In the study, firstly, all the participants were administered a pretest and then the experimental group (32 students) was given an instruction on non-routine problemsolving. During the instruction, which was given 2 hours a week for 9 weeks, the experimental group was made to solve 38 non-routine problems suitable for solving with different strategies. The problems used throughout the research were chosen from the problems suitable for solving with the strategies of make a systematic list, work backward, guess and check, look for a pattern, draw a diagram, using the solution of simplify the problem, write an equation or inequality. At the end of the education, answers to the sub-problems were sought by applying the post-test to the whole group and using appropriate tests in the analysis of the data obtained by calculating the LGS scores of mathematics. At the end of the study, it was observed that most of the students had weak and medium-level strategic flexibility, that the instruction given increased the students' strategic flexibility scores in non-routine problem solving, and there was a positively moderate and significant relationship between the strategic flexibility score and LGS mathematics achievement. However, although there was a difference between LGS math scores of the students in the experimental group and control group, it was found that this difference was not statistically significant.
Description
Keywords
Problem, Problem çözme, Sıradışı problem çözme, Sıradışı problem çözme stratejileri, Stratejik esneklik, Problem solving, Non-routine problem solving, Non-routine problem solving strategies, Strategic flexibility
Citation
Genç, T. (2020). Sıradışı problem çözme eğitiminin sekizinci sınıf öğrencilerinin stratejik esneklik ve liselere giriş sınavı başarısına etkisi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.