Atıf Sayısı
4
Görüntüleme
29
İndirme
4
Bu araştırmada, üniversite hazırlık sınıfı öğrencilerinin İngilizce öğrenme motivasyonunu artırmak için İşbirlikli öğrenme ile zenginleştirilmiş Attention Relevance Confidence Satisfaction (ARCS) Motivasyon Modeli kullanılmıştır. Araştırma, ARCS motivasyon modelinin uygulandığı deney grubu (n=23) ve geleneksel öğretimin uygulandığı kontrol grubu (n=24) ile yürütülmüştür. Öğrenci motivasyonları, “Öğretim Materyalleri Motivasyon Anketi” ile araştırmacı tarafından hazırlanmış Öğrenme Günlükleri kullanılarak ölçülmüştür. Verilerin analizi için İlişkili Örneklemler t- Testi ve İlişkisiz Örneklemler t- Testi kullanılmıştır. Nitel verilerin analizi için ise içerik analizi kullanılmıştır. Araştırma sonucunda deney ve kontrol grubunun Öğretim Materyalleri Motivasyon Ölçeği alt boyutlarından aldıkları puan ortalamaları arasında toplam faktörlerde (dikkat, uygunluk, güven ve doyum) ve birinci faktörde (dikkat ve uygunluk) istatistiksel olarak anlamlı bir farklılık saptanmıştır. İçerik analizi sonucunda ise Öğrenme Motivasyonu Teması içerisinde Duygusal ve Sosyal Etki olmak üzere iki kategori bazında katılımcılar ARCS Motivasyon modelini etkili bulduklarını ifade etmişlerdir. Bu çalışmadan hareketle, işbirlikli öğrenme ile zenginleştirilmiş ARCS motivasyon modelinin İngilizce öğrenme motivasyonunu arttırdığı söylenebilir.
In this study, the University preparation class has used the Attention Relevance Confidence Satisfaction (ARCS) Motivation Model, enriched with Collaborative Learning to increase the student's English learning motivation. The research was conducted with the experimental group (n=23) where the ARCS motivation model was applied and the control group (n=24) where the traditional teaching was applied. Student motivations are measured using the Learning Diaries prepared by the researcher with the "Teaching Materials Motivation Survey". Related samples were used to analyze data T-Test and non-related samples were used to analyze data. For the analysis of the data, content analysis was used. The research resulted in a statistically significant difference between the scores they obtain from the sub-dimensions of the experiment and control group Teaching Materials Motivation Scale in total factors (attention, conformity, confidence and satisfaction) and the first factor (attention and conformity). As a result of the content analysis, the participants on the basis of two categories, Emotional and Social Effects in the Learning Motivation Theme, stated that the ARCS Motivation model was effective. By moving from this study, it can be said that the ARCS motivation model enriched by collaborative learning increases the motivation to learn English.
In this study, ARCS Motivation Model enriched with Cooperative Learning was applied to increase the English learning motivation of university prep students. The effect of this model administered in English teaching on English learning motivation was examined. Participants were divided as experimental (n=23) and control groups (n=24). Students' motivations were measured using "Teaching Material Motivation Questionnaire’’ which was adapted to Turkish by Hülya Kutu and Mustafa Sözbilir in 2011 and learning diaries developed by the researcher. For the analysis of the data, Paired Samples t-Test and Independent Samples t- Test were used. In order to acquire qualitative data content analysis was applied. According to the results, there was a statistically significant difference between the experimental and control group’s mean scores obtained from Teaching Materials Motivation Scale among the total factors (Attention, Relevance, Confidence and Satisfaction) and the first factor (-Attention and Relevance), in favor of the experimental group. Within the ARCS Motivation theme, the participants stated that they found the ARCS Motivation model effective on the basis of two basic categories: Emotional and Social Impact. Based on this study, it was discovered that ARCS motivation model enriched by cooperative learning increased the motivation for learning English.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
