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Bu çalışmanın amacı, sözcük türlerinin öğretiminde beyin temelli öğrenmeye dayalı uygulamaların öğrencilerin öğrendiklerinin kalıcı olmasında etkili olup olmadığını incelemektir. Çalışmada ön test son test kontrol gruplu araştırma deseni kullanılmıştır. Çalışma grubunu Trabzon il merkezinde bulunan Millî Eğitim Bakanlığına bağlı Mehmet Akif Ersoy Ortaokulunun 6. sınıflarında öğrenim gören 66 öğrenci oluşturmaktadır. Yansız örneklem atama yöntemiyle gruplardan biri deney (34), biri kontrol (32) grubu olarak atanmıştır. Deney grubunda sözcük türleri beyin temelli öğrenme uygulamalarına yönelik işlenirken, kontrol grubunda geleneksel yöntemle işlenmiştir. Uygulamalar sekiz hafta sürmüştür. Araştırmada veri toplama aracı olarak ‘Kişisel Bilgi Formu’ (KBF) ve ‘Sözcük Türleri Başarı Testi’ (STBT) kullanılmıştır. KBF uygulamaların başında öğrencilere ait demografik bilgileri belirlemek amacıyla kullanılmıştır. STBT uygulamanın başında, sonunda ve öğrencilerin öğrendiklerinin ne kadar kalıcı olup olmadığını belirlemek amacıyla uygulama bittikten dört ay sonra tekrar uygulanmıştır. Verilerin analizinde betimsel istatistiksel yöntemler, karışık ölçümler için ANOVA ve tek faktörlü ANOVA teknikleri kullanılmıştır. Araştırmanın sonucunda beyin temelli öğrenmeye dayalı uygulamaların yapıldığı deney grubu öğrencileri lehine anlamlı bir fark bulunmuştur. Ancak grupların kendi içerisinde son test ve kalıcılık testi puanlarına bakıldığında kontrol grubunda unutma oranının deney grubuna oranla daha az olduğu görülmüştür.
The aim of this study is to investigate the effect of brain-based learning-based practices on students' permanent learning in teaching parts of speech. In this study, a pre-test post-test control group research design was used. The study group consisted of 66 students studying in the 6th grade of Mehmet Akif Ersoy Secondary School in the city center of Trabzon. With an unbiased sampling method, one of the groups was assigned as a control group (32) the other was as an experimental group (34). In the experimental group, parts of speech were processed with brain-based learning applications, whereas in the control group, they were treated with traditional methods. Applications lasted eight weeks. 'Personal Information Form' (PIF) and 'Parts of Speech Achievement Test' (PSAT) were used as data collection tools. In the analysis of the data, descriptive statistical methods, ANOVA for mixed measurements, and single-factor ANOVA techniques were used. As a result of the study, a significant difference was found in favor of experimental group students in which brain-based learning-based applications were made. However, when the last test and retention test scores of the groups were examined, it was observed that the rate of forgetting in the control group was less than in the experimental group.
The aim of this study is to investigate the effect of brain-based learning-based practices on students' permanent learning in teaching parts of speech. In this study, a pre-test post-test control group research design was used. The study group consisted of 66 students studying in the 6th grade of Mehmet Akif Ersoy Secondary School in the city center of Trabzon. With an unbiased sampling method, one of the groups was assigned as a control group (32) other was as an experimental group (34). In the experimental group, parts of speech were processed with brain-based learning applications, whereas in the control group, they were treated with traditional methods. Applications lasted eight weeks. `Personal Information Form` (PIF) and ‘Parts of Speech Achievement Test` (PSAT) were used as data collection tools. In the analysis of the data, descriptive statistical methods, ANOVA for mixed measurements, and single-factor ANOVA techniques were used. As a result of the study, a significant difference was found in favor of experimental group students in which brain-based learning-based applications were made. However, when the last test and retention test scores of the groups were examined, it was observed that the rate of forgetting in the control group was less than in the experimental group.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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