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Bu karma desen araştırmasının amacı basamaklı öğretim programın ders başarısına, tutumuna, öz düzenlemesine ve öğrenmede kalıcılığa etkisini incelemektir. Nicel boyutta ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Nitel durum çalışmasında ise yarı yapılandırılmış görüşme formları ve öğrenci yansıtıcı günlüklerinden yararlanılmıştır. Çok programlı bir lisede öğrenim gören, biri deney diğer kontrol grubu olmak üzere iki 10. sınıf şubesi seçilmiştir. Deney grubuna İngilizce dersinde basamaklı öğretim programı uygulanırken, kontrol grubuna güncel öğretim programı uygulanmıştır. Uygulama öncesi ve sonrası her iki grubun başarıları, derse yönelik tutumları ve öz düzenleme stratejileri ölçülmüş uygulama bitiminden yaklaşık iki ay sonra başarı, tutum ve öz düzenleme kalıcılık testleri uygulanmıştır. Uygulama süresince ayrıca öğrencilere günlük tutturularak, süreç sonunda yüz yüze görüşmeler yapılmıştır. Nicel verilerin analizinde t-testi ve Mann-Whitney U testlerine ve nitel verilerin analizinde ise içerik analizine başvurulmuştur. Bulgulara göre, İngilizce dersi başarıları ve öz düzenleme stratejileri ön test ve son test puanları karşılaştırıldığında, son test ve kalıcılık test puanları arasında deney grubu lehine anlamlı bir fark vardır. İngilizceye yönelik tutum ölçeği puanlarında ise iki grup arasında anlamlı bir fark yoktur. Öğrenci günlükleri ve görüşmelerden elde edilen bulgulara göre, basamaklı öğretim programına tabi öğrencilerin derse yönelik güvenleri artmış, dersleri eğlenceli bulmuş, kendilerini daha rahat hissetmiş ve dersi daha çok sevmişlerdir. Sonuç olarak, basamaklı öğretim programı İngilizce dersi akademik başarısına ve İngilizce öğretimde öz düzenleme stratejilerine olumlu yönde etki etmiştir.
The purpose of this karma pattern research is to study the impact of the graduate curriculum on the course success, attitude, self-organization and durability in learning. Nicel size is used in the semi-experimental pattern with the front test-final test control group. In the study of the status of qualification, half-structured forms of conversation and student reflective diaries were used. Studying in a multi-programmed high school, two 10th class branches, one experiment and the other control group, have been selected. While the experimental group applies a graduate curriculum in the English course, the current curriculum is applied to the control group. The success of both groups before and after the application, the class-oriented attitudes and self-regulation strategies were measured; success, attitude and self-regulation durability tests were implemented about two months after the application was completed. During the application period, the students were also held daily, face-to-face conversations were held at the end of the process. In the analysis of Nicel data, t-test and Mann-Whitney U tests and in the analysis of quality data, content analysis were applied. According to the findings, when comparing English lesson successes and self-regulating strategies with pre-test and final test points, there is a significant difference between the final test and durability test points in favour of the experiment group. There is no significant difference between the two groups in the English language scale. According to the findings from student diaries and interviews, students under a graduate curriculum have increased their confidence in lessons, found lessons fun, felt more comfortable and loved lessons more. As a result, the graduate curriculum has positively influenced the academic success of English lessons and the self-regulation strategies in English teaching.
The purpose of this mixed method research is to investigate the effect of the layered curriculum on achievement, attitude toward the lesson, self-regulation strategies and retention. Pretest-posttest control group quasi-experimental design was used in the quantitative part. In the qualitative case study dimension, semi-structured interview forms and student reflective diaries were used. Two 10th grade classes, one of which is an experimental group and the other a control group, studying in a multi-program high school were selected. While the layered curriculum was implemented in the English lesson to the experimental group, the current curriculum was practiced to the control group. The achievement, attitudes towards the English lesson and self-regulation strategies of both groups were measured before and after. Approximately two months after, retention tests related to achievement, attitude and self-regulation strategies were repeated. During the implementation, students were also asked to keep diaries, and face-to-face interviews were conducted. T-test and Mann-Whitney U tests were used to analyze quantitative data, and content analysis was used to analyze qualitative data. There is significant difference in favor of the experimental group between the posttest and retention test scores when achievement and self-regulation strategies when pretest and post test scores are compared. There is no significant difference between the two groups in terms of attitude toward the lesson. It was also observed that with the layered curriculum, students' confidence in the lesson increased, they had fun, they felt more comfortable and liked the lesson more. As a result, the layered curriculum has a positive effect on the academic success of English lesson and self-regulation strategies in teaching English.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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