ARCS motivasyon modeline göre tasarlanan yapılandırmacı öğrenme yaklaşımının öğrencilerin motivasyonlarına, tutumlarına ve akademik başarılarına etkisi
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Date
2014-07-04
Authors
Balantekin, Yakup
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Publisher
Uludağ Üniversitesi
Abstract
Öğrenme-öğretme sürecinin verimli bir şekilde yürütülerek öğrencilerin akademik başarılarının artırılması birçok kavramla ilişkilidir. Öğrencilerin derse yönelik motivasyon düzeyi ve tutumu bu kavramların en önemlilerindendir. Bu araştırmada, literatürde bilgisayar yazılımlarına dayalı öğretimde kullanılan ARCS Motivasyon Modeli sınıf öğretimine uygulanarak modelin motivasyona, tutuma ve akademik başarıya etkisi incelenmiştir. Matematik dersi kesirler konusunun öğretimi, yapılandırmacı öğrenme süreci bu modele göre dizayn edilerek gerçekleştirilmiştir. Araştırma, Bursa merkezde bulunan bir devlet ilköğretim okulunda beşinci sınıfta öğrenim görmekte olan ve yirmi altışar öğrenciden oluşan deney ve kontrol grubu ile yürütülmüştür. Öğrencilerin motivasyon düzeyleri Eğitimde Motivasyon Ölçeği ile tutum düzeyleri İlköğretim 4. ve 5. Sınıf Öğrencilerinin Matematik Etkinliklerine Yönelik Tutum Ölçeği ile akademik başarıları ise Kesirler Testi ile ölçülmüştür. Araştırma sonunda deney grubu ve kontrol grubu birbirleri ile karşılaştırılırken grupların deneysel çalışma öncesi ve sonrası kendi performansları da karşılaştırılmıştır. Motivasyon ve tutum düzeyleri ile ilgili ölçümler faktör bazında değerlendirilmiştir. Verilerin analizi için İlişkisiz Örneklemler t Testi, İlişkili Örneklemler t Testi, MANOVA ve ANCOVA kullanılmıştır. Araştırma sonucunda deney ve kontrol grubunun Eğitimde Motivasyon Ölçeği alt boyutlarından aldıkları puan ortalamaları arasında dört faktörde de istatistiksel olarak anlamlı fark saptanmıştır (p<.05). Deney grubunun deneysel çalışma öncesi ve sonrasındaki motivasyon performansları arasında anlamlı farklılık saptanırken (p<.05) kontrol grubunda sadece İçsel Motivasyon boyutunda anlamlı farklılık saptanmıştır(p=.013). Deney ve kontrol grubunda yer alan öğrencilerin tutum performansları karşılaştırıldığında sadece Güven faktöründe istatistiksel olarak anlamlı fark saptanırken (p=.04) diğer iki alt boyutta anlamlı bir farklılık saptanamamıştır. Deney grubunun deneysel çalışma öncesindeki tutum puan ortalamaları ile deneysel çalışma sonrasındaki tutum puan ortalamaları arasında istatistiksel olarak anlamlı farklılık saptanırken kontrol grubunun deneysel çalışma öncesindeki tutum puan ortalamaları ile deneysel çalışma sonrasındaki tutum puan ortalamaları arasında istatistiksel olarak anlamlı farklılık saptanamamıştır. Akademik başarı anlamında deney grubu ile kontrol grubu arasında deney grubu lehine istatistiksel olarak anlamlı farklılık saptanmıştır(p=.028). Bu farkta motivasyon düzeyinin etkisini belirlemek için öğrencilerin motivasyon ölçeği alt boyutlarından aldıkları puanlar kontrol altına alınarak akademik başarıda deney ve kontrol grubu arasında fark olup olmadığı sınanmıştır. Analiz sonucunda deney ve kontrol grubunun motivasyon puanları kontrol altına alındığında akademik başarılarında anlamlı bir farklılık olmadığını belirlenmiştir. Buradan hareketle ARCS Motivasyon Modelinin akademik başarıyı arttırmada etkili olduğunu söylenebilir.
Rising of academic success of the students by handling teaching-learning process in an efficient way is related to many concepts. The most important ones of these concepts are motivational level and attitudes of the students. In this study ARSC Motivational Model which is used in literature for instructional programs based on computer software was applied to primary teaching and the effect of the design on motivational level, attitudes and academic success of the students was investigated. Teaching of the "Fractions" topic in mathematics course was designed in terms of the constructivist teaching process that is regulated according to this model. The study was performed by participation of an experimental and a control group each included 26 primary school students from 5th. grade. The motivational level of the students was measured by "Academic Motivation Scale (Echelle de Motivation en Education)", their attitudes by means of "Attitude Test for Math Activity" and their academic success was measured by "Test for Fractions". At the end of the study the experimental and control group were compared with each other. At the same time each group's own performance was compared before and after the experimental design. The levels of motivational and attitudinal level of the students were evaluated in terms of factor analysis. Independent and dependent samples t tests, MANOVA and ANCOVA were used for the analysis of data. The results revealed that there were significant differences between experimental and control group for four factors of Academic Motivation Scale (p<.05). It was found that motivational performance of the experimental group was significantly different before and after the experimental study (p<.05). At the other side only intrinsic motivation dimension was found to be significantly different for control group. It was found a significant difference for only "Trust" factor of attitudinal performance between experimental and control group (p<.04).There were no significant differences between the other two factors of the test. A significant difference was reported between mean scores of attitude of experimental group before and after the experiment. Control group was not revealed such a difference. There was a significant difference between the academic successes of two groups on behalf of the experimental group (p<.028). For investigating the effect of motivational level on this difference it was tested a difference between academic success scores of experimental and control group.by controlling the scores related to six sub dimensions of Academic Motivation Scale. According to the results of this analysis it was not found a significant difference between the academic success of experimental and control group when their Academic Motivation Scores were controlled. Therefore it can be said that ARCS Motivational Model affects the rising of academic success.
Rising of academic success of the students by handling teaching-learning process in an efficient way is related to many concepts. The most important ones of these concepts are motivational level and attitudes of the students. In this study ARSC Motivational Model which is used in literature for instructional programs based on computer software was applied to primary teaching and the effect of the design on motivational level, attitudes and academic success of the students was investigated. Teaching of the "Fractions" topic in mathematics course was designed in terms of the constructivist teaching process that is regulated according to this model. The study was performed by participation of an experimental and a control group each included 26 primary school students from 5th. grade. The motivational level of the students was measured by "Academic Motivation Scale (Echelle de Motivation en Education)", their attitudes by means of "Attitude Test for Math Activity" and their academic success was measured by "Test for Fractions". At the end of the study the experimental and control group were compared with each other. At the same time each group's own performance was compared before and after the experimental design. The levels of motivational and attitudinal level of the students were evaluated in terms of factor analysis. Independent and dependent samples t tests, MANOVA and ANCOVA were used for the analysis of data. The results revealed that there were significant differences between experimental and control group for four factors of Academic Motivation Scale (p<.05). It was found that motivational performance of the experimental group was significantly different before and after the experimental study (p<.05). At the other side only intrinsic motivation dimension was found to be significantly different for control group. It was found a significant difference for only "Trust" factor of attitudinal performance between experimental and control group (p<.04).There were no significant differences between the other two factors of the test. A significant difference was reported between mean scores of attitude of experimental group before and after the experiment. Control group was not revealed such a difference. There was a significant difference between the academic successes of two groups on behalf of the experimental group (p<.028). For investigating the effect of motivational level on this difference it was tested a difference between academic success scores of experimental and control group.by controlling the scores related to six sub dimensions of Academic Motivation Scale. According to the results of this analysis it was not found a significant difference between the academic success of experimental and control group when their Academic Motivation Scores were controlled. Therefore it can be said that ARCS Motivational Model affects the rising of academic success.
Description
Keywords
Akademik başarı, ARCS motivasyon modeli, Motivasyon, Tutum, Academic success, ARCS motivational model, Motivation, Math attitude
Citation
Balantekin, Y. (2014). ARCS motivasyon modeline göre tasarlanan yapılandırmacı öğrenme yaklaşımının öğrencilerin motivasyonlarına, tutumlarına ve akademik başarılarına etkisi. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.