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Bu araştırma, uzman sistem değerlendirme yazılımı kullanımının matematik eğitiminde değerlendirme sürecinde hataların belirlenerek düzeltilmesinin öğrenci akademik başarısına etkisini belirlemek amacıyla gerçekleştirilmiştir. Bu çalışmada, ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Deney grubu öğrencileri değerlendirme yazı-lımı kullanmış, ancak kontrol grubu öğrencileri kullanmamıştır. Çalışmanın örneklemi Çanakkale / Türkiye'de bulunan bir ortaokulda öğrenimlerine devam etmekte olan 71 7. sınıf öğrencisinden oluşmaktadır. Araştırmada araştırmacılar tarafından geliştirilen öğrenme hatalarının düzeltilmesine yönelik geliştirilmiş olan eğitimsel değerlendirme yazılımı kullanılmıştır. 4 haftalık deneysel işlemin ardından beşinci haftanın sonunda, öğrencilerin akademik başarıları sontest-le belirlenmiştir. Araştırma sonucunda; deney grubunun (uzman sistem değerlendirme yazılımı kullanan) ön test-sontest akademik başarı puanları arasında anlamlı bir fark [t(34)=-7.85, p<.05] bulunmuştur. Ayrıca kontrol ve deney gruplarının öntest puanları arasında anlamlı bir farklılık yok iken [t(69)=-0.82, p>.05] sontest puanlarında anlamlı fark [t(69)=-2.07, p<.05] bulunmuştur.
This research was conducted to determine the effects of the using Expert System Evaluation (ESE) software in the assessment and evaluation processes for determining and correcting the wrong answers of the students in math edu-cation. Experimental design with the pretest-posttest control group was used in this study. ESE software was used for the Experimental Group but it was not used for the Control Group. The study group consists of 71 7th grade students who are studying at a secondary school located in Chanakkale/Turkey. In the study, educational evaluation software based on correcting the correcting misconceptions developed by the researchers was used. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by the post-test. As a result of this research; it was found to be a significant difference [t(34)=-7.85, p<.05] between the pretest-posttest academic achievement scores of the experimental group (using expert system evaluation software). In addi-tion, there was no significant difference [t(69)=-0.82, p>.05] between the pretest scores of the experimental and control groups. There was a significant difference [t(69)=-2.07, p<.05] in posttest scores.
This research was conducted to determine the effects of the using Expert System Evaluation (ESE) software in the assessment and evaluation processes for determining and correcting the wrong answers of the students in math edu-cation. Experimental design with the pretest-posttest control group was used in this study. ESE software was used for the Experimental Group but it was not used for the Control Group. The study group consists of 71 7th grade students who are studying at a secondary school located in Çanakkale/Turkey. In the study, educational evaluation software based on correcting the correcting misconceptions developed by the researchers was used. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by the post-test. As a result of this research; it was found to be a significant difference [t(34)=-7.85, p<.05] between the pretest-posttest academic achievement scores of the experimental group (using expert system evaluation software). In addi-tion, there was no significant difference [t(69)=-0.82, p>.05] between the pretest scores of the experimental and control groups. There was a significant difference [t(69)=-2.07, p<.05] in posttest scores.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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