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63
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27
Bu çalışma, öğrencilerin matematiksel algı ve ilkokul öğrencilerinin başarısına yönelik dikkat becerilerini geliştirmek amacıyla üçüncü sınıfta yürütülen etkinliklerin etkisini araştırmayı amaçlamıştır. Bu çalışma, nicel ve nitel araştırma yöntemlerinin bir kombinasyonunu kullanan karma bir araştırmadır. Çalışma, 2016-2017 eğitim-öğretim yılında Diyarbakır il merkezinde bulunan 20 ilköğretim okulunda 3. sınıfta öğrenim gören 1198 öğrenciyle Özmen (2006) tarafından geliştirilen ve dikkat becerilerini geliştirmeyi amaçlayan 71 farklı etkinliğin uygulanması ile gerçekleştirilmiştir. Bu 20 merkezi ilkokulun her birinde, uygun örnekleme yöntemiyle toplam 40 sınıf (20 deney ve 20 kontrol sınıfı) belirlenmiştir. Matematik dersinde konu, deney grubunda dikkat becerilerini geliştirmeyi amaçlayan faaliyetlerin desteklenmesi ve müfredatta belirlenen programın kontrol grubunda uygulandığı konusunda bilgilendirilmiştir. Araştırmada araştırmacı tarafından geliştirilen başarı testi ile nicel veriler elde edilmiştir. Elde edilen veriler SPSS 24.0 yazılımı kullanılarak analiz edilmiş ve testteki Kuder-Richardson-20 (KR-20) güvenilirlik katsayısı 0.842 olarak belirlenmiştir. Araştırmada deney grubundaki 20 öğretmenle yapılan yarı yapılandırılmış görüşmelerden nitel veriler elde edilmiş ve veriler içerik analizi ile analiz edilmiştir. Çalışma bulgularına dayanarak, matematik başarısına dayanan çalışma grubunu tercih eden çalışma ve kontrol grupları arasında anlamlı bir fark olduğu belirlenmiştir. Diğer bir deyişle, dikkat becerilerini geliştiren aktivite destekli matematik dersleri, öğrencilerin matematikte daha yetkin hissetmelerine ve daha fazla başarılı olmasına neden olmuştur. Cinsiyete dayalı gruplar arasında anlamlı fark yoktu. Sonuç olarak, dikkat becerilerinin öğrenilebileceği ve matematikteki başarı ve algı üzerinde olumlu bir etkiye sahip olabileceği söylenebilir.
This study aims to investigate the effects of activities carried out in the third class in order to develop students’ mathematical perception and attention skills towards the success of primary school students. This study is a mixed research that uses a combination of quantitative and qualitative research methods. The study was conducted in the 2016-2017 educational year with the implementation of 71 different events developed by Özmen (2006) with 1198 students who studied in the 3rd class in the 20 primary schools located in the center of Diyarbakır province and aimed at developing their attention skills. In each of these 20 centers primary schools, a total of 40 classes (20 experiments and 20 control classes) are determined by appropriate sampling method. The subject in the mathematics course is informed about the support of activities aimed at developing attention skills in the experimental group and the program specified in the curriculum is applied in the control group. Quantitative data were obtained with the success test developed by the researcher. The data obtained was analyzed using the SPSS 24.0 software and the test reliability ratio of Kuder-Richardson-20 (KR-20) was determined at 0.842 . In the study, quality data were obtained from semi-structured conversations with 20 teachers in the experimental group and data were analyzed through content analysis. Based on the study findings, there was a significant difference between the study and control groups that prefer the study group based on mathematical success. In other words, the activity-backed mathematics courses that develop attention skills have made students feel more skilled in mathematics and more successful. There was no significant difference between gender groups. As a result, it can be said that attention skills can be learned and can have a positive impact on success and perception in mathematics.
The present study aimed to investigate the effect of the activities conducted in the third grade to develop attention skills of the students on mathematical perception and achievement of elementary school students. The present study was a mixed-method research that utilized a combination of quantitative and qualitative research methods. The study was conducted with the application of 71 different activities that aimed to improve attention skills and developed by Özmen (2006) with 1198 students attending 3rd grade in 20 primary schools located in the central Diyarbakır province during 2016-2017 academic year. A total of 40 classes (20 experiment and 20 control classes) were determined in each of these 20 central elementary schools with the convenience sampling method. In Mathematics class, the topic was instructed with the support of activities that aimed to develop attention skills in the experimental group and the program specified in the curriculum was implemented in the control group. Quantitative data were obtained with the achievement test developed by the researcher in the study. The obtained data were analyzed using the SPSS 24.0 software and the Kuder-Richardson-20 (KR-20) reliability coefficient in the test was determined as 0.842. The qualitative data were obtained with the semi-structured interviews conducted with 20 teachers in the experimental group in the study and the data were analyzed with content analysis. Based on the study findings, it was determined that there was a significant difference between the study and control groups that favored the study group based on mathematics achievement. In other words, activity-supported mathematics classes that improved attention skills caused the students feel more competent in mathematics and succeed more. There was no significant difference between the groups based on gender. In conclusion, it could be stated that attention skills could be learned, and have a positive effect on achievements and perception in mathematics.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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