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Bu araştırmanın genel amacı bulmaca temelli öğrenme yaklaşımının ortaokul sekizinci sınıf öğrencilerinin İngilizce dersine yönelik tutum ve İngilizce öz-yeterlik inançlarına etkisini ortaya çıkarmaktır. Çalışmada hem nicel hem de nitel verilerin birlikte kullanıldığı karma yöntem kullanılmış ve deneysel desen olarak öntest-sontest kontrol gruplu yarı deneysel model tercih edilmiştir. Çalışma grubu, 2017- 2018 eğitim-öğretim yılında Kahramanmaraş ili Elbistan ilçesindeki bir ortaokulun iki şubesindeki sekizinci sınıf öğrencilerinden oluşmaktadır. Araştırma, biri deney grubu diğeri kontrol grubu olmak üzere iki grupla uygulanmıştır. Deney grubunda dersler bulmaca temelli öğrenme yaklaşımına göre işlenirken, kontrol grubunda dersler İngilizce dersi öğretim programın öngördüğü yöntemlere dayalı olarak işlenmiştir. Çalışmanın sonucunda, bulmaca temelli öğrenme yaklaşımının uygulandığı deney grubu öğrencilerinin grup içinde ve gruplar arasında İngilizce dersine yönelik tutumlarının ve İngilizce öz-yeterlik inançlarının olumlu yönde arttığı ortaya çıkmıştır. Bulmaca temelli öğrenme bağlamında gerçekleştirilen etkinlikler, öğrenciler tarafından etkili uygulamalar olarak değerlendirilmiştir. Deney grubunda uygulama sürecinde yapılan gözlemler sonucunda bulmaca temelli öğrenme etkinlikleri aracılığıyla öğrencilerin eğlenip öğrendikleri ve derslerde aktif katılımlarının arttığı görülmüştür.
The general purpose of this research is to reveal the impact of the puzzle-based learning approach on the attitude of middle school eighth class students towards the English course and the English self-capacity beliefs. The study used a mixed method where both quantitative and qualitative data were used together and a semi-experimental model with a predest-sontest control group was preferred as a experimental pattern. The working group consists of eighth-class students in two branches of a secondary school in Kahramanmaraş or Elbistan district in the 2017–2018 educational year. The research was conducted with two groups, one experimental group and the other control group. While courses in the experimental group are processed according to the puzzle-based learning approach, courses in the control group are processed on the basis of the methods provided by the English lesson curriculum. The study found that the puzzle-based learning approach in which the experiment group applied the students’ attitudes towards the English lesson within the group and between the groups and the English self-capacity beliefs increased in a positive direction. Events carried out in a puzzle-based learning context have been evaluated by students as effective practices. The observations made in the application process in the experimental group have shown that through puzzle-based learning activities students have fun and learned and increased their active participation in the classes.
The main aim of this study is to investigate the effectiveness of puzzle-based learning approach on secondary school students’ attitudes toward English lesson and self-efficacy beliefs in English. In this research, the mixed method, in which both quantitative and qualitative data are used, was preferred and semi experimental design with pre-test/post-test was applied. Two classes including 8th grade students of one of the secondary schools in Kahramanmaraş during the 2017-2018 educational years constitute the study group. The research was applied with two groups, one of which is experimental group and the other one is control group. While lessons were taught based on puzzle-based learning approach in experimental group, in control group the lessons were taught according to the suggested methods of English lesson curriculum. At the end of the study, experimental group students’ attitudes toward English lesson and self-efficacy beliefs in English increased within groups and between groups. The activities which were carried out in the context of puzzle-based learning were evaluated as effective applications by students. As a result of observations which were made during the implementation process of puzzle-based learning in the experimental group, it was reached that the students had fun and learned, and their active participation increased during lessons.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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