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Bu araştırmada, ilkokul 4. sınıf Türkçe dersi noktalama işaretlerinin öğretiminde kullanılan artırılmış gerçeklik uygulamasının, öğrencilerinin noktalama işaretlerini kullanma başarılarına ve öğretim materyaline yönelik motivasyonlarına etkisinin olup olmadığını ortaya koymak amaçlanmıştır. Öntest-sontest kontrol gruplu yarı deneysel desen kullanılan araştırmanın çalışma grubunu 2017-2018 öğretim yılında Aydın ilinde bir ilkokulda öğrenim gören toplam 87 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın üç hafta süren uygulama sürecinde noktalama işaretlerinin görevleri 29’ar öğrenciden oluşan üç grupta da MS PowerPoint programında hazırlanan aynı sunu materyali kullanılarak anlatılmıştır. Ancak deney 1 grubunda bu sunuya ek olarak noktalama işaretlerinin resimlerinin yer aldığı kartlar ve bu kartlardaki görsellerin tablet bilgisayar aracılığı ile canlanmasını sağlayan animasyonlardan oluşan bir artırılmış gerçeklik materyali kullanılmıştır. Deney 2 grubunda ise sunuya artırılmış gerçeklik materyalinde kullanılan animasyonlar video olarak eklenmiş ve akıllı tahta üzerinden öğrencilere izletilmiştir. Kontrol grubunda ise yalnızca PowerPoint sunusu kullanılmıştır. Veri toplama aracı olarak Noktalama İşaretleri Başarı Testi ve Öğretim Materyaline İlişkin Motivasyon Ölçeği bütün gruplara öntest ve sontest olarak uygulanmıştır. Veriler t Testi, tek faktörlü ANOVA, Kruskal-Wallis Testi ve Wilcoxon İşaretli Sıralar Testi gibi nicel veri çözümleme teknikleri kullanılarak analiz edilmiştir. Araştırma sonucunda grupların kendi içerisinde öntestleri ile sontestleri arasında anlamlı farklar olmasına rağmen deney grupları ile kontrol grubunun başarı ve motivasyon düzeyleri arasında anlamlı bir fark bulunmamıştır.
This study aims to reveal whether the augmented reality application used in the teaching of primary school 4th class Turkish class score signs has an impact on the success of students in using score signs and motivation towards the teaching material. The study group of the research used in the semi-experimental pattern of the Öntest-sontest control group consists of a total of 87 fourth-class students studying in a primary school in the province of Aydin in the 2017-2018 academic year. In the three-week application process of the study, the tasks of pointing signs were described in three groups of 29 students using the same presentation material prepared in the MS PowerPoint program. However, in the experiment group 1, in addition to this show, a augmented reality material was used, which consisted of cards with the images of the pointing signs and animations that allow the images on these cards to be resettled through a tablet computer. In the experiment group 2, the animations used in the augmented reality material were added as video and watched to students through the smart table. In the control group, only PowerPoint presentations are used. As a data collection tool, the Score Signs Success Test and the Motivation Score Related to Teaching Materials are applied to all groups as a pre-test and estest. Data t test, one-factor ANOVA, Kruskal-Wallis test and Wilcoxon Signed sequence test were analyzed using quantum data analysis techniques. Although the research results showed significant differences between the group’s intests and estests within themselves, there was no significant difference between the experimental groups and the control group’s success and motivation levels.
The aim of this study is determine the effect of the augmented reality on the elementary school 4th grade students’ achievement in the use of punctuation marks and their motivation towards the teaching material. The pretest-posttest control group quasi-experimental design was utilized. In this study were used the augmented reality punctuation marks cards developed by the researcher. The sampling of the study is composed of 87 students who study at 4th grade in a primary school in Aydın during 2017-2018 academic years. The activities were carried out for 3 weeks. The tasks of the punctuation marks are explained in the three groups using the same presentation material prepared in the MS PowerPoint program. In experiment 1, in addition to this presentation, cards with pictures of punctuation marks were used, and an augmented reality material consisting of animations was used to animate the images on these cards via a tablet computer. In Experiment 2 group, the animations used in augmented reality material were added as video and watched on the intelligent board. In the control group, only the PowerPoint presentation was used. As data collection tools, academic achievement test and Instructional Materials Motivation Survey applied to all group as pre-test and post-test. Data were analyzed by quantitative data analysis techniques such as t-test, one way ANOVA, Kruskal-Wallis Test and Wilcoxon Signed-Rank Test. As a result of the research, it was seen that there was no significant difference between the achievement and motivation levels of the experimental groups and the control group, although there were significant differences between the pretests and posttests of the groups themselves.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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