Araştırmanın amacı, öğrencilere belirli periyotlarla çevrimiçi olarak verilen dinleme ödevlerinin öğrencilerin dinlediğini anlama becerilerinin geliştirilmesinde etkisinin olup olmadığını belirlemektir. Çalışmada yarı deneysel desenin karşılaştırmalı eşitlenmemiş grup sontest modeli kullanılmıştır. Araştırmanın deneysel işlem süreci Ankara Özel Tevfik Fikret ilkokulunda 2014-2015 öğretim yılında birinci sınıf, 2015-2016 öğretim yılında 2. sınıf ve 2016-2017 öğretim yılında 3. sınıf olan aynı öğrencilerle yürütülmüştür. Araştırmaya deney grubunda 113, kontrol grubunda 119 kişi olmak üzere toplamda 232 kişi katılmıştır. Araştırmadaki veriler, araştırmacılar tarafından geliştirilen ve deneysel işlemin sonunda uygulanan 40 soruluk Dinlediğini Anlama Testi ile elde edilmiştir. Sonuçta, deney grubu ile kontrol grubu sontest puanları karşılaştırıldığında, testten alınan genel puanlar, bilgi ve kavrama düzeyindeki sorulara verilen yanıtların puanları açısından deney grubundaki artışın kontrol grubundan istatistiksel olarak anlamlı olduğu görülmüştür. Ayrıca Dinlediğini Anlama Testindeki metin türlerine ait öğrenci puanları karşılaştırıldığında da deney grubu lehine anlamlı farklılık olduğu görülmüştür.
The purpose of the study is to determine whether listening tasks given to students online at certain periods have an impact on the development of their understanding skills that students listen to. The study used the comparative uneven group estest model of the semi-experimental pattern. The experimental process of the research was carried out with the same students who were first class in the 2014-2015 academic year, second class in the 2015-2016 academic year and third class in the 2016-2017 academic year. The study included a total of 232 participants, including 113 in the experimental group, and 119 in the control group. The data in the research was obtained by the 40 Questions Hearing Understanding Test, developed by researchers and applied at the end of the experimental process. After all, when comparing the test group with the control group’s estest points, the overall score obtained from the test, the increase in the test group in terms of the points of the answers to questions at the level of knowledge and understanding, was statistically significant from the control group. In addition, when compared the students' scores of the text types in the Understanding Test, it was also shown that there was a significant difference in the benefit of the experiment group.
The aim of the research is to determine whether there is an effect of the listening assignments given online to the students in certain periods on the development of listening comprehension skills of the students. Comparative unequal group posttest model of the quasi-experimental design was used in the study. The trial process of the study was carried out with the same students in the first grade of the 2014-2015 academic year, 2. grade of the 2015-2016 academic year and 3. grade of the 2016-2017 academic year in Ankara Private Tevfik Fikret primary school. A total of 232 people, 113 in the experiment group and 119 in the control group, participated in the research. The data in the study were obtained with the 40-question Listening Comprehension Test developed by the researchers and applied at the end of the experimental process. As a result, when the posttest scores of the experiment and the control group were compared it was seen that there is a statistically significant increase in favour of experiment group in terms of the the correct answers given to the knowledge and comprehension level questions and general scores of the test given to the experiment and the control group. It was also seen that there was a significant difference in favor of the experiment group when the student scores of the text types in the Listening Comprehension Test were compared.
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
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