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Bu çalışmada deneysel desen modellerinden, eşleştiril-miş ön test-son test kontrol gruplu seçkisiz desen modeli kullanılmıştır. Araştırmanın çalışma grubu Gazi Üniversite-si, Resim – İş Eğitimi Anabilim Dalı’nda öğrenim görmekte olan 36 lisans öğrencisinden oluşmaktadır. Araştırmada veri toplama araçları olarak Semerci (2010) tarafından geliştirilen Başarı Odaklı Motivasyon Ölçeği (BOM) Çetin, Bağçeci, Kinay ve Şimşek (2013) tarafından geliştirilen Öğretim Teknolojileri ve Materyal Tasarımı Dersine Yönelik Tutum Ölçeği (ÖTMTDYTÖ) ve Eren (2009) tarafından Türkçe’ye uyarlanan Bilgi Kaynaklı Merak Ölçeği kullanıl-mıştır. 14 haftalık deneysel işlem sürecinde ortaya çıkan görsel sanatlar ders materyali tasarımlarının değerlendiril-mesi için uzman görüş formu olarak holistik rubrik kulla-nılmıştır. Ölçeklerden elde edilen veriler Mann- Whitney U Testi kullanılarak analiz edilmiştir. Uzman Görüş For-mu’ndan elde edilen veriler, sınıfiçi korelasyon katsayısı belirledikten sonra, analizleri yine Mann - Whitney U testi ile gerçekleştirilmiştir. Yapılan analizler sonucunda, ön-testte çalışma grubunda yer alan öğrencilerin derse karşı tutumlarında, motivasyonlarında, bilgi kaynaklı merakla-rında anlamlı bir fark ortaya çıkmamıştır. Deneysel işlem sonrasında yapılan son testte ise, ARCS Motivasyon Mode-li’ne göre öğretim süreci tasarlanan deney grubundaki öğrencilerin lehine derse karşı tutumlarında, motivasyonla-rında, bilgi kaynaklı merak düzeylerinde ve çalışmalarında anlamlı düzeyde farklılık görülmüştür.
In this study; from the experimental pattern models, the unselective pattern model with a matched front-test-final test control group was used. The study’s work group consists of 36 bachelor students who are studying at the Gazi University, Picture - Business Education Department. The research has been developed by Semerci (2010) as a data collection tool; the Success-focused Motivation Scale (BOM); the Teaching Technologies and Material Design Course Attitude Scale (ÖTMTDYTÖ) developed by Cetin, Bağçeci, Kinay and Lightning (2013) and the Information-Focused Interest Scale used by Eren (2009) to the Turkish language. In the 14 weeks of experimental processing, visual arts appear in a holistic rubric as a form of expert opinion for the evaluation of the material designs of the course. The data obtained from the scales were analyzed using the Mann-Whitney U Test. The data obtained from the Expert Opinion For-mu, after the class correlation ratio was determined, the analyses were performed again with the Mann-Whitney U test. As a result of the analyses made, there was no significant difference in the attitudes, motivations, information-based curiosity of students in the pre-test study group. In the last test after the experimental process, according to the ARCS Motivation Mode, the teaching process designed in the experimental group has seen a significant difference in the attitudes against the class, motivation, information-based interest levels and studies in favour of the students.
In this research, it was aimed to determine the effect of the ARCS Motivation Model on the undergraduates’ motiva-tions, their attitudes, their curiosity towards their learning and their work. In this empirical study based on quantitative research methodology; paired pre - test and post - test control group random model was used from experimental designs. The study group consisted of 36 undergraduates in Gazi University, Gazi Education Faculty, Department of Visual Arts Education. The Achievement-Focused Motiva-tion Scale (AFM) developed by Semerci (2010), The Attitude towards Instructional Technologies and Materials Design Course developed by Çetin, Bağçeci, Kinay and Şimşek (2013), Epistemic Curiosity Scale adapted by Eren (2009) was used to collect the data. The experimental processing period lasted for 14 weeks. Holistic rubrik was used as an expert evaluation form for the evaluation of the visual arts materials that were created. The data were analyzed using the Mann - Whitney U Test. The data obtained from the Expert Opinion Form was analyzed by the Mann - Whitney U test after determining the Intraclass Correlation Coeffi-cient. As a result of the analyzes made, there was no signifi-cant difference in the attitudes, motivations, knowledge-based curiosities of the prospective teachers in the pre test working group. In the post test after the experimental pro-cedure, there is a significant difference in the attitudes, motivations, knowledge-based curiosity levels of the teachers and their workings in favor of the teacher candidates in the experimental group in which the instruction was de-signed according to the ARCS Model.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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