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Bu araştırmanın amacı, müziğin bir öğretim aracı olarak Din Kültürü ve Ahlak Bilgisi derslerinde kullanımının öğrencilerin akademik başarıları, derse karşı tutumları ve öğrendiklerini hatırlama düzeyleri üzerindeki etkisini incelemektir. Bu amaç doğrultusunda araştırmanın deneysel kısmı, 2013-2014 öğretim yılı güz döneminde İstanbul ilinde MEB’e bağlı iki okulda gerçekleştirilmiştir. Çalışmanın örneklemini 5. sınıfa devam eden 65’i deney, 68’i kontrol olmak üzere toplam 133 öğrenci oluşturmaktadır. Ön test-son test kontrol gruplu karışık deneysel modelin kullanıldığı araştırmada, 2013-2014 öğretim yılının 5.sınıfına ait İbadet Konusunda Bilgilenelim ünitesi ve kazanımları doğrultusunda toplamda 8 hafta süren bir uygulama gerçekleştirilmiştir. Uygulama sürecinde dersler, deney grubunda müzik materyali kullanılarak gerçekleştirilen etkinliklerle, kontrol grubunda Öğretmen Kılavuz Kitabı’nda yer alan öğretim yöntem ve teknikleri ile işlenmiştir. Araştırma verileri Akademik Başarı Testi ve DKAB Dersi Tutum Ölçeği ile toplanmıştır. Araştırmada elde edilen veriler t-testi ile analiz edilmiş, istatistiksel anlamlılık için .05 anlamlılık düzeyi seçilmiştir. Araştırma sonucunda, deney grubu öğrencileri ile kontrol grubu öğrencilerinin akademik başarıları, DKAB dersine yönelik tutum düzeyleri ve öğrendiklerini hatırlama düzeyleri arasında deney grubu lehine anlamlı derecede fark olduğu tespit edilmiştir. Ayrıca araştırmada, müziğin bir öğretim aracı olarak kullanımının öğrencilerin derse yönelik ilgi, katılım ve motivasyonlarında olumlu etki yarattığı gözlemlenmiştir.
The aim of this research is to examine the effects of using music as a teaching tool in Religion Culture and Moral Knowledge course and examining its effect on academic achievements, attitudes towards the lesson, and recall levels. The empirical part of the research was conducted in two state schools in Istanbul, during the autumn of academic year 2013-2014. The sample of this study consists of 133 fifth grade students, 65 of whom participated in the experiment group, while the other 68 were in the control group. The research made use of 'pre-test and post-test experiment-control group mixed-experimental design' to assess the effects of using music as a teaching tool. The test period lasted for 8 weeks in total focusing on the learning goals of the chapter "Let's Learn the Subject of Worship" in 5th grade of 2013-2014 academic year. In the experiment group, the courses were conducted using the teaching methods and techniques that put in 'The Teacher Guidebook', whereas in the control group, the courses were conducted using music materials. The data of the research was collected by means of the Academic Achievement Test, 'Religion Culture and Moral Knowledge Course Attitude Measure'. The data obtained from the study was analyzed by T-Test and the statistical meaningfulness was chosen ,05 degrees. As a result of the study, the academic achievements, the attitudes towards the course and the retention levels of the experimental group and the control group students were identified to be significantly different in favour of the experimental group. As well as this, it has been observed that the use of music as a teaching tool has a positive effect on interests, participations and motivations of students.
The aim of this research is to examine the effects of using music as a teaching tool in Religion Culture and Moral Knowledge course and examining its effect on academic achievements, attitudes towards the lesson, and recall levels. The empirical part of the research was conducted in two state schools in Istanbul, during the autumn of academic year 2013-2014. The sample of this study consists of 133 fifth grade students, 65 of whom participated in the experiment group, whilst the other 68 were in the control group. The research made use of ‘pre-test and post-test experiment-control group mixed-experimental design’ to assess the effects of using music as a teaching tool. The test period lasted for 8 weeks in total focusing on the learning goals of the chapter “Let’s Learn the Subject of Worship” in 5th grade of 2013-2014 academic year. In the experiment group, the courses were conducted using the teaching methods and techniques that put in ‘The Teacher Guidebook’, whereas in the control group, the courses were conducted using music materials. The data of the research was collected by means of the Academic Achievement Test, ‘Religion Culture and Moral Knowledge Course Attitude Measure’. The data obtained from the study was analysed by T-Test and the statistical meaningfulness was chosen ,05 degrees. As a result of the study, the academic achievements, the attitudes towards the course and the retention levels of the experimental group and the control group students were identified to be significantly difference in favour of the experimental group. As well as this, it has been observed that the usage of music as a teaching tool has a positive effect on interests, participations and motivations of students.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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