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Bu çalışmanın amacı, işbirlikli öğrenme yönteminin yüksekokul öğrencilerinin muhasebe denetimi konularını anlamaları üzerine etkisinin belirlenmesidir. Çalışmada yarı-deneysel yöntem kullanılmıştır. Çalışma, Trabzon Üniversitesi Vakfıkebir Meslek Yüksekokulu “Muhasebe ve Vergi Uygulamaları” ile “Maliye” programlarında muhasebe denetimi dersi alan 91 öğrenci ile yürütülmüştür. İlk programda öğrenim gören 48 öğrenci deney grubu ve sonraki programda öğrenim gören 43 öğrenci kontrol grubu olarak belirlenmiştir. Deney grubu öğrencileri işbirlikli öğretim yöntemi kullanılarak öğretilirken kontrol grubu öğrencileri geleneksel yaklaşımla (öğretmen merkezli) öğretilmiştir. Veri toplama araçları olarak, “Akademik Başarı Testi” ve “Jigsaw Görüş Ölçeği (JGÖ)” kullanılmıştır. Başarı testi her iki gruba ön ve son-test olarak iki kez uygulanırken, JGÖ sadece deney grubuna son-test olarak uygulanmıştır. Yapılan analizler sonucunda, geleneksel yöntemle karşılaştırıldığında işbirlikli öğrenme yönteminin yüksekokul öğrencilerinin muhasebe denetimi konularını anlamaları üzerinde istatistiksel olarak anlamlı bir fark oluşturmadığı belirlenmiştir.
The aim of this study is to determine the impact of the collaborative learning method on the understanding of the topics of accounting audit by high school students. It is a semi-experienced method. The study was conducted with 91 students who took accounting audit courses in the Trabzon University Foundation Professional High School "Accounting and Tax Applications" and "Maliye" programs. 48 students who studied in the first program were identified as a experimental group and 43 students who studied in the subsequent program were identified as a control group. Experimental group students are taught using collaborative teaching method while control group students are taught with a traditional approach (learning-centered). As data collection tools, "Academic Success Test" and "Jigsaw Opinion Scale (JGÖ)" have been used. While the success test is applied twice as a pre- and final test to both groups, the JGÖ is applied only as a final test to the experiment group. The results of the analysis have found that compared to the traditional method, the collaborative learning method does not make a statistically meaningful difference in the understanding of the topics of accounting audit by high school students.
The aim of this study is to determine the effect of cooperative learning method on the college students' understanding of auditing subjects. Semi-experimental method was used in the study. The study was carried out with 91 students who took auditing courses inDepartment of Accounting and Taxation and Department of Public Finance in Trabzon University Vakfıkebir Vocational School. 48 students from the first department were enrolled in the experimental group and 43 students were enrolled in the next department. While the experimental group students were taught using cooperative teaching method, the control group students were taught with a traditional approach (teacher centered). Academic Achievement Test “and” Jigsaw Opinion Scale (JOS) “were used as data collection tools. While the Achievement Test was applied to both groups as a pre- and post-test, the JOS was applied as a final test only to the experimental group. As a result of the analyzes, it was determined that the cooperative learning method did not make a statistically significant difference in terms of the college students' understanding of the auditing subjects compared to the traditional method.
Field : Eğitim Bilimleri; Filoloji; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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