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Araştırmanın amacı, öz-düzenlemeli öğrenme modeli destekli öğretimin ortaokul 5. Sınıfta öğrenim gören kaynaştırma öğrencilerinin öğrenme ve çalışma sorumluğuna etkisini belirlemektir. Bu araştırma nicel araştırma yaklaşımlarından tek gruplu ön test-son test deneysel desen kullanılarak gerçekleştirilecektir. Araştırmanın uygulaması, 2022–2023 eğitim öğretim yılında Zonguldak ili Ereğli ilçesinde basit tesadüfî örnekleme yöntemi ile seçilen ortaokul 5. sınıfta öğrenim gören altı (6) kaynaştırma öğrencilerden oluşan örneklem üzerinde yürütülmüştür. Araştırma sosyal bilgiler dersi “İnsanlar yerler ve çevreler” ile “Bilim teknoloji ve toplum” öğrenme alanlarının öğretimi sürecinde yedi hafta ve yirmi saat olarak planlanmış ve yürütülmüştür. Araştırmada veri toplama aracı olarak “Öğrenme ve Çalışma Sorumluluğu” ölçeği kullanılmıştır. Deney grubunun ölçekten aldıkları puanlar t-testi ile karşılaştırılmış, öğrencilerin ön test puanları ile son test puanları arasında anlamlı fark bulunduğundan farkın etki büyüklüğü Cohen’s d değerine bakılarak hesaplanmıştır. Araştırma sonunda elde edilen bulgulara göre; öz düzenlemeli öğrenme destekli öğretimin kaynaştırma öğrencilerinin öğrenme ve çalışma sorumluluk düzeyleri üzerinde yüksek ve anlamlı bir etkiye sahip olduğu sonucu bulunmuştur.
The purpose of the research is to support the self-regulated learning model in the secondary school of teaching 5. Coaching in class is to determine the influence of students on learning and working responsibilities. This research will be carried out using a single-group pre-test-final test experimental pattern of quantum research approaches. The application of the research was carried out on a sample consisting of six (6) coaching students who studied in high school 5th grade, selected by the simple random sampling method in the Zonguldak or Ereğli district in the educational year 2022-2023. The research social information course "People Places and Environments" and "Science Technology and Society" are planned and carried out for seven weeks and twenty hours in the teaching process of the fields of learning. The scale "Learning and Work Responsibility" was used as a data collection tool in the research. The scale that the experimental group receives is compared to the t-test, the difference between the students' pre-test scores and the final test scores is significant because the impact size of the difference is Cohen's by d It is calculated in terms of value. According to the findings obtained at the end of the study, it has been found that self-regulated learning-backed teaching has a high and meaningful impact on the levels of learning and work responsibility for students.
The aim of the research is to determine the effect of self-regulated learning model supported teaching on the Learning and studying responsibility of inclusive students studying in the 5th grade of secondary school. This research will be carried out using a single-group pretest-posttest experimental design, which is one of the quantitative research approaches. The application of the research was carried out on a sample consisting of six (6) inclusive students studying in the 5th grade of secondary school selected by simple random sampling method in the Ereğli district of Zonguldak province in the 2022-2023 academic year. The research was planned and carried out for seven weeks and twenty hours during the teaching process of the social studies course "People, places and environments" and "Science, technology and society" learning areas. The "Learning and Working Responsibility" scale was used as a data collection tool in the research. The scores of the experimental group from the scale were compared with the t-test, and since there was a significant difference between the pre-test and post-test scores of the students, the effect size of the difference was calculated by looking at the Cohen's d value. According to the findings obtained at the end of the research; It was found that self-regulated learning supported instruction had a high and significant effect on inclusive students' learning and work responsibility levels.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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