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Bu araştırmayla, Öğretimi Ayrıntılandırma Kuramına dayalı gerçekleştirilen öğretimin 7. sınıf öğrencilerinin matematik dersindeki akademik başarıları ile öğrenilenlerin kalıcılığı üzerindeki etkilerinin incelenmesi amaçlanmaktadır. Kuramın kavramsal ve işlemsel ayrıntılandırmaya yönelik önerilerinin matematik öğretiminin gerektirdiği kavram ve işlemlerin anlaşılması ve aralarında ilişki kurulması amaçlarına uygun olacağı düşüncesiyle söz konusu araştırmanın matematik dersinde gerçekleştirilerek matematik öğretiminde akademik başarıyı artırma çabası içinde olan eğitimcilere öğretimde kullanabilecekleri farklı bir alternatif sunacağı ve alana katkı sağlayacağı umulmaktadır. Araştırma öntest-sontest kontrol gruplu yarı deneysel desen çerçevesinde yürütülmüştür. Araştırmanın çalışma grubunu Diyarbakır ilinde Milli Eğitim Bakanlığı’na bağlı bir ortaokulun yedinci sınıfında öğrenim gören 55 (28 deney, 27 kontrol grubunda) öğrenci oluşturmuştur. Rastgele seçilen sınıflardan 7/A deney ve 7/D kontrol grubu olarak alınmıştır. Bu araştırma için gerekli olan veriler 27 maddeden oluşan “Doğrular ve Açılar” ünitesi başarı testi ile toplanmıştır. Başarı testi deney ve kontrol grupları için ön-test ve son-test olarak kullanılmıştır. Aynı test beş hafta sonra öğrenilenlerin kalıcılığını ölçmek için üçüncü kez uygulanmıştır. Verilerin analizinde ilişkisiz örneklemler t-testi, ilişkili örneklemler t-testi ve Mann Whitney-U testi kullanılmıştır. Araştırmadan elde edilen bulgular grupların son-test ve kalıcılık testi puan ortalamalarında deney grubu lehine anlamlı farkın olduğunu göstermektedir. Bu durum deney grubuna uygulanan öğretimi ayrıntılandırma kuramına dayalı öğretimin “Doğrular ve Açılar” ünitesine yönelik akademik başarıyı ve öğrenilenlerin kalıcılığını artırdığını ortaya koymaktadır.
This research aims to study the academic achievements of 7th-class students of teaching based on the Theory of Teaching Details and the impact on the durability of those learned. With the view that the theory’s recommendations for the conceptual and processal detailing will be in accordance with the objectives of understanding and establishing relationships between the concepts and processes required by mathematical teaching, the research will be carried out in mathematics course and will provide a different alternative to the educators who are trying to increase academic success in mathematics teaching and will contribute to the field. The research was carried out in the framework of a semi-experimental pattern of the pre-test-sontest control group. The research study group was formed by 55 students studying in the 7th class of a secondary school affiliated with the Ministry of Education in Diyarbakır province (28 experiments, 27 control groups). The randomly selected classes were taken as 7/A experiment and 7/D control group. The data required for this research was collected by the success test of the "Truths and Angles" unit, consisting of 27 articles. The success test is used as a pre-test and final-test for testing and control groups. The same test was applied for the third time to measure the durability of what was learned five weeks later. In the analysis of data, unrelated samples were used to test t, related samples to test t, and Mann Whitney-U test. The findings obtained from the study show that the final-test and durability test score average of the groups have a significant difference in the benefit of the experiment group. This situation demonstrates that the teaching based on the theory of detailing the teaching applied to the experimental group increased the academic success towards the unit "The Truths and Angles" and the durability of the learned.
With this study it is aimed to investigate the effects of instruction based on the Elaboration Theory of Instruction to the academic achievements and retention of 7th grades students of mathematics lesson. The idea that the proposals of the eleboration theory intended to the conceptual and procedural eleborating would be appropriate to understanding the concepts and procedures which required for mathematics instruction and also to the purpose of establishing a relationship between them, the proclaimed research is performed in the maths lessons and it's expected to offer an alternative approach to the educators who are seeking for different teaching approaches which can be used in teaching and contribute to the literature. This study used an quasi-experimental design, with a threatment and a non threatment control group and pre-test, post-test measurements. The sample of study is consisted of the 55 (28 threatment group, 27 non threatment control group) seventh grade students of a secondary public school in Diyarbakir provincy. The classes selected by random method, 7/A is taken as threatment group and 7/D is taken as non threatment control group. The data required for this study is collected by the achievement test of "the Linear and Angles unit" which consisted of 27 questions. The achievement test is used as pre-test and post-test for the threatment and non threatment control group. The same test is given five weeks later for the third time to measure the retention. Independt samples t-test, paired samples t-test and Mann Whitney-U tests are used in analysing the data. The findings obtained from study shows that there has been a signifficant differance in the groups post-test and retention test's mean for the favor of thretament group. It puts forth that the instruction based on ETI which performed on the threatment group increases the academic achievement and retention intended for "the Linear and Angles unit".
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