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Bu çalışmada, Gagne’nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının sosyal bilgiler dersinde öğrencilerin akademik başarı ve tutumlarına etkisi incelenmiştir. Araştırmada ön test – son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma 2015-2016 eğitim öğretim yılının bahar yarıyılında Elazığ ili merkez ilçesi bağlı bir ortaokulda öğrenim gören yedinci sınıflar üzerinde yürütülmüştür. Araştırmada veri toplama aracı olarak “yaşayan demokrasi” ünitesi ile ilgili başarı testi ile sosyal bilgiler dersine yönelik tutum ölçeği kullanılmıştır. Araştırmada, deney grubundaki öğrencilere; yaşayan demokrasi ünitesindeki içerik Gagne’nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımı ile kontrol grubundaki öğrencilere ise aynı ünite yapılandırıcı yaklaşıma uygun öğretim yöntemi ile işlenmiştir. Araştırmadan elde edilen verilerin analizinde MANCOVA uygulanmıştır. Araştırma sonucunda tutum toplam puanlarında istatistiksel olarak anlamlı bir fark görülmezken, başarı testine göre Gagne’nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının kullanıldığı deney grubu ile mevcut öğretim yönteminin kullanıldığı kontrol grubu arasında istatistiksel olarak anlamlı farklılıkların olduğu görülmüştür. Bu sonuç Gagne’nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının deney grubunda başarıyı artırdığını göstermektedir. Gagne’nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımı, sosyal bilgiler dersi yaşayan demokrasi ünitesinde öğrenci başarısının artmasına katkı sağlarken öğrencilerin derse olan tutumlarında istatistiksel olarak herhangi bir etki oluşturmamıştır.
In this study, the impact of the social information course of the teaching software prepared according to Gagne's model of teaching activities on student academic success and attitudes was studied. The study used a semi-experimental pattern with the first test - the last test control group. The study was conducted on the seventh classes that studied in a secondary school in the spring semester of the educational year 2015-2016. The study used the attitude scale to the social information course with the success test related to the "live democracy" unit as a data collection tool. In the study, students in the experiment group; the content in the living democracy unit was processed by the teaching software prepared according to the model of Gagne's teaching activities and the students in the control group by the same unit structuring approach according to the teaching method. Mancova is used in the analysis of the data obtained from the research. While the study found no statistically meaningful difference in the overall attitude points, the success test found that there were statistically meaningful differences between the experimental group in which the teaching software prepared according to Gagne’s teaching activities model and the control group in which the current teaching method was used. This result shows that Gagne's teaching programming prepared according to the model of teaching activities increased success in the experiment group. The teaching software prepared according to Gagne’s teaching activities model contributes to increased student success in a democratic unit living in social information lesson, while statistically has not had any impact on the students’ attitudes in the lesson.
The effects of instructional software prepared according to Teaching Activities Model by Gagne on the academic achievement and attitudes of the students in the social studies lesson were examined in this study. Semi-experimental design including pretest-posttest control group was applied in the research. The study was conducted with seventh grade students attending middle school in Elazığ province, in 2015-2016 academic year. In the study, the attitude scale for the social studies course success test related to the unit of living democracy was used as data collection instrument. Living democracy unit content was instructed using the instruction software, which was based on teaching activities model by Gagne to the students in the study group and the same unit was instructed using teaching method suitable for constructıvıst approach to the students in the control group. Prior to the study, an achievement test related to the living democracy unit in the social studies curriculum and the attitude scale were applied to both groups as a pretest and after the study, posttest versions of the same data collection tools were given to both groups, MANCOVA. Study findings demonstrated that there was no statistically significant difference between the total attitude scores of the groups, while there were statistically significant differences between the experiment group where the instruction software that was prepared with Gagné’s teaching activities model was utilized in teaching and the control group where conventional teaching methods were used. This finding demonstrated that the teaching software designed with Gagne’s teaching activities model increased the achievement of the students in the study group. As a result, while the teaching software designed with Gagne’s teaching activities model contributed to the increase in student achievement in social studies course living democracy unit, it had no statistical impact on the attitudes of the students towards the course.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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