Aktif öğrenme modeli ile zenginleştirilmiş Türkçe dersi etkinliklerinin ilkokul 4. sınıf öğrencilerinin tutum, eleştirel düşünme becerileri ve akademik başarılarına etkisi
Date
2024-06-28
Authors
Aydın, Çisem
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmadaki amaç, aktif öğrenme modeliyle zenginleştirilmiş Türkçe dersi etkinliklerinin ilkokul 4. sınıf öğrencilerinin derse yönelik tutum, eleştirel düşünme becerileri ve akademik başarıları üzerindeki etkisini değerlendirmektir. Amaçlanan hedefe ulaşmak için, çalışma karma yöntemin açıklayıcı sıralı deseni kullanılarak yürütülmüştür. Araştırmadaki nicel boyutta ön test-son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise durum çalışması desenlerinden bir tanesi olan bütüncül tek durum deseni kullanılmıştır. Araştırma,2022-2023 eğitim-öğretim yılında Ankara ili Sincan ilçesinde bir devlet okuluna devam eden4. sınıf öğrencileri ile gerçekleştirilmiştir. Deney grubuna (f=22) aktif öğrenme modeliyle zenginleştirilmiş Türkçe dersi etkinlikleri uygulanırken, kontrol grubu (f=23) mevcut müfredatı takip etmiştir. Bu çalışmada kullanılan veri toplama araçları Türkçe Dersi Tutum Ölçeği (TDTÖ), Cornell Eleştirel Düşünme Beceri Testi Düzey X (CEDTD-X), Türkçe Dersi Akademik Başarı Notları, Odak Grup Görüşme Formu ve Yarı Yapılandırılmış Görüşm Formudur. Bu çalışmanın nicel veri analizi SPSS 26 programı kullanılarak, nitel veri analizi ise betimsel analiz aracılığıyla gerçekleştirilmiştir. Nicel ve nitel bulgulara göre, deney ve kontrol grubu öğrencilerinin Türkçe dersi tutumları açısından ön test değerleri istatistiksel açıdan anlam ifade eden bir fark görülmemiştir. Ancak son test ve kalıcılık puanları açısından gruplar ilişkisinde istatistiksel açıdan anlam ifade eden bir fark olduğu görülmüştür. Uygulamaların ardından, deney grubu öğrencilerinin Türkçe dersine yönelik tutumlarında kontrol grubu öğrencilerine kıyasla anlamlı bir artış tespit edilmiştir. Deney grubu ile kontrol grubu arasında öğrencilerin CEDTD-X ön test puanları açısından anlamlı bir fark gözlenmemesine rağmen, son test ve kalıcılık puanlarında anlamlı bir fark kaydedilmiştir. Deney grubundaki öğrencilerin CEDTD-X son test ortalama puanlarının kontrol grubunda bulunan öğrencilerden daha yüksek olduğu sonucuna varılmıştır. Deney grubu ile kontrol grubu arasında, öğrencilerin ön test ve son test puanlarıyla ölçülen Türkçe dersi akademik başarı notları açısından önemli bir farklılık bulunmamıştır. Deney grubuyla yapılan odak grup görüşmelerinden ve sınıf öğretmenleriyle gerçekleştirilen yarı yapılandırılmış görüşmeler neticesinde elde edilen nitel sonuçlar, uygulamanın etkililiğine ilişkin nicel bulgularıdesteklemektedir.
The objective of this research is to investigate the impact of active learning model integrated Turkish lesson activities on the attitudes, critical thinking skills and academicac hievement of fourth grade primary school students. The study was carried out using the explanatory sequential design of the mixed method. The quantitative aspect of the research employed a quasi-experimental design with pre-test-post-test control group, while the qualitative aspect employed the holistic single case design from case study designs. The research study involved 4th-grade students attending a public school in Sincan district of Ankara province during the academic year of 2022-2023. The study was conducted on an experimental group (f=22) that received Turkish lesson activities enriched with the active learning model and a control group (f=23) that followed the current curriculum. The data collection tools used in this study included the Turkish Language Attitude Scale, Cornell Critical Thinking Skills Test Level X (CEDTD-X), Turkish Course Academic Achievement Notes, Focus Group Interview Form and Semi-structured Interview Form. The study conducted quantitative data analysis using the SPSS 26 program, while qualitative data was analyzed descriptively. The results revealed that the pretest scores of the experimental and control groups did not significantly differ in terms of attitudes towards Turkish lessons. However, there was a significant difference between the groups in terms of their posttest and retention scores. Following the applications, a notable surge was observed in the experimental group students’ attitudes towards Turkish lesson as compared to the control group students. Although there was no significant contrast between the pretest scores of the experimental and control groups as per CEDTD-X scores of the students, a significant contrast was identified in the posttest and retention scores. Based on the results, it has been concluded that the average CEDTD-X posttest scores of the students in the experimental group were superior to those of the students in the control group. However, no noteworthy difference has been observed between the experimental and control groups with regard to the pretest and posttest scores of the students’ Turkish course academic achievement grades. The qualitative results derived from focus group discussions with the experimental group and the semi-structured interviews conducted with classroom teachers regarding the application corroborate the quantitative findings.
The objective of this research is to investigate the impact of active learning model integrated Turkish lesson activities on the attitudes, critical thinking skills and academicac hievement of fourth grade primary school students. The study was carried out using the explanatory sequential design of the mixed method. The quantitative aspect of the research employed a quasi-experimental design with pre-test-post-test control group, while the qualitative aspect employed the holistic single case design from case study designs. The research study involved 4th-grade students attending a public school in Sincan district of Ankara province during the academic year of 2022-2023. The study was conducted on an experimental group (f=22) that received Turkish lesson activities enriched with the active learning model and a control group (f=23) that followed the current curriculum. The data collection tools used in this study included the Turkish Language Attitude Scale, Cornell Critical Thinking Skills Test Level X (CEDTD-X), Turkish Course Academic Achievement Notes, Focus Group Interview Form and Semi-structured Interview Form. The study conducted quantitative data analysis using the SPSS 26 program, while qualitative data was analyzed descriptively. The results revealed that the pretest scores of the experimental and control groups did not significantly differ in terms of attitudes towards Turkish lessons. However, there was a significant difference between the groups in terms of their posttest and retention scores. Following the applications, a notable surge was observed in the experimental group students’ attitudes towards Turkish lesson as compared to the control group students. Although there was no significant contrast between the pretest scores of the experimental and control groups as per CEDTD-X scores of the students, a significant contrast was identified in the posttest and retention scores. Based on the results, it has been concluded that the average CEDTD-X posttest scores of the students in the experimental group were superior to those of the students in the control group. However, no noteworthy difference has been observed between the experimental and control groups with regard to the pretest and posttest scores of the students’ Turkish course academic achievement grades. The qualitative results derived from focus group discussions with the experimental group and the semi-structured interviews conducted with classroom teachers regarding the application corroborate the quantitative findings.
Description
Keywords
Aktif öğrenme modeli, Türkçe dersi, Tutum, Eleştirel düşünme becerisi, Akademik başarı, Active learning model, Turkish lesson, Attitude, Critical thinking skills, Academic success