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Bu çalışma öğrenme stratejileri öğretiminin öğretmen adaylarının akademik başarılarına, öğrenme stratejilerine ve öğrenme sorunlarına olan etkisini belirlemek amacıyla yapılmıştır. Araştırmada yarı deneysel desenlerden öntest-sontest kontrol gruplu desen kullanılarak “Güdülenme ve Öğrenme Stratejileri Ölçeği” ve başarı testi ile nicel veriler görüşme formları ile nitel veriler toplanmıştır. Yapılan görüşmeler, deneysel müdahale olarak ele alınmıştır. Araştırmanın amacı doğrultusunda, üç deney ve bir kontrol grubu belirlenerek, deneysel müdahaleden önce ve sonra deney ve kontrol gruplarına, “Güdülenme ve Öğrenme Stratejileri Ölçeği” ve başarı testi uygulanmıştır. Deney gruplarından birinde strateji öğretimi, birinde görüşme, bir diğerinde ise hem strateji öğretimi hem de görüşme gerçekleştirilmiştir. Görüşme verilerinin analizinde içerik analizi yöntemi, nicel verilerin analizinde ise varyans analizleri kullanılmıştır. Araştırma sonuçlarına göre, öğrenme stratejileri öğretiminin öğrenme sorunlarının azalmasına katkı sağladığı belirlenmiştir. Ayrıca öğrenme stratejileri öğretiminin öğretmen adaylarının strateji kullanmalarına etkisi yokken, başarı puanlarına olumlu etkisi olmuştur ancak bu etki deney ya da kontrol grubunda bulunmaya göre birbirinden anlamlı fark göstermemiştir.
This study was conducted to determine the effect of teaching learning strategies on pre-service teachers' academic achievement, learning strategies and learning problems. In the research, by using the pretest-posttest control group design, one of the quasi-experimental designs; Quantitative data with "Motivation and Learning Strategies Scale" and achievement test; Qualitative data were collected with interview forms. The interviews were handled as an experimental intervention. In line with the purpose of the research, three experimental and one control groups were determined, and the "Motivational and Learning Strategies Scale" and achievement test were applied to the experimental and control groups before and after the experimental intervention. In one of the experimental groups, strategy teaching, in one of the interviews, in the other both strategy teaching and interviewing were carried out. Content analysis method was used in the analysis of the interview data, and variance analysis was used in the analysis of the quantitative data. According to the results of the research, it was determined that teaching learning strategies contributed to the reduction of learning problems. In addition, while teaching learning strategies had no effect on pre-service teachers' strategy use, it had a positive effect on their success scores; however, this effect did not differ significantly from each other compared to being in the experimental or control group.
This study was conducted to determine the effects of teaching strategies on academic achievement, learning strategies and learning problems of pre-service teachers. Pretest-posttest control group design from quasi-experimental designs was used in the study. In line with the objective of the research, three experimental and one control group were identified and the "Motivation and Learning Strategies Scale" and achievement test were applied to experimental and control groups before and after experimental intervention. One of the experimental groups was applied strategy teaching, one was applied interview, and the other was applied both strategy teaching and interview and the interviews were considered as experimental intervention. Content analysis method was used for the analysis of interview data and variance analysis was used for the analysis of quantitative data. According to the results of the research, it has been determined that teaching of learning strategies contributes to decrease of learning problems. Moreover, while the teaching of learning strategies has no effect on pre-service teachers' strategy use, it has a positive effect on their achievement scores; but this effect did not differ significantly from each other in the experimental or control group.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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