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Bu araştırmada, İlkokul 4. sınıf öğrencilerinin iş birlikli öğrenmeleri ile karar verme becerileri arasındaki ilişkinin incelenmesi amaçlanmaktadır. Dolayısıyla bu çalışma, değişkenler arasındaki ilişkilerin varlığını, varsa ilişkinin yönünün ve düzeyinin belirlendiği korelasyonel model ile tasarlanmıştır. Araştırmanın evrenini, 2021-2022 eğitim öğretim yılında Diyarbakır İli merkezinde bulunan kamu ilkokullarında öğrenim gören öğrenciler oluşturmaktadır. Araştırma örneklemini ise evrende yer alan ilkokul öğrencileri arasından olasılığa dayalı örneklem türlerinden olan “Basit Seçkisiz Örnekleme” yöntemi ile belirlenen Diyarbakır ilindeki kamu okullarının 4. sınıflarında okuyan öğrencilerden oluşmaktadır. Bu araştırma kapsamında, uygulanan güvenirlik analizi sonucunda, Cronbach-alfa güvenirlik katsayısı iş birlikli öğrenme ölçeğinde .84, karar verme becerileri ölçeğinde .80 olarak hesaplanmıştır. Öğrencilerin; iş birlikli öğrenmeye ilişkin algılarının “çoğunlukla” düzeyde ( = 3.14), karar verme becerilerine ilişkin algılarının ise “ara sıra” düzeyinde ( = 2.35) olduğu belirlenmiştir. Korelasyon analizi neticesinde; iş birlikli öğrenme ile karar verme becerileri arasında istatistiki açıdan anlamlı bir ilişki tespit edilememiştir (p = .06).
This study aims to explore the relationship between primary school 4th grade students' collaborative learning and decision-making skills. Therefore, this study is designed by the correlational model in which the existence of the relationships between the variables, the direction and level of the relationship are determined. The universe of research is formed by students studying in public primary schools located in Diyarbakır Ili in the 2021-2022 educational year. The research sample is made up of students studying in the 4th class of public schools in Diyarbakır, which is defined by the "Simple Selective Example" method, which is based on probability among primary school students in the universe. In the context of this study, as a result of the applied reliability analysis, the Cronbach-alfa reliability ratio was calculated as .84, at the workforce learning scale, at the decision-making skills scale, at .80. Students’ perceptions of collaborative learning are “mostly” ( = 3.14), and their perceptions of decision-making skills are “in order” ( = 2.35) levels. As a result of the correlation analysis, a statistically meaningful relationship between collaborative learning and decision-making skills has not been identified (p = .06).
In this study, it is aimed to examine the relationship between cooperative learning and decision-making skills of primary school 4th grade students. Therefore, this study was designed with the correlational model, in which the existence of the relationships between the variables and the direction and level of the relationship, if any, were determined. The population of the research consists of students studying in public primary schools in the center of Diyarbakir in the 2021-2022 academic year. The research sample, on the other hand, consists of students studying in the 4th grade of public schools in the province of Diyarbakır, which was determined by the "Simple Random Sampling" method, which is one of the probability-based sampling types among the primary school students in the universe. As a result of the reliability analysis conducted within the scope of this research, the Cronbach-alpha reliability coefficient was calculated as .84 in the cooperative learning scale and .80 in the decision-making skills scale. Students; It was determined that their perceptions of cooperative learning were at the "mostly" level (= 3.14) and their perceptions of decision-making skills were at the "occasionally" level (= 2.35). Because of the correlation analysis; no statistically significant relationship was found between cooperative learning and decision-making skills (p = .06).
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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