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GÜÇLÜ YÖN TEMELLİ YAKLAŞIM ve DEVAM AKADEMİK BAŞARI ve YABANCI DİL ÖĞRENME MOTİVASYONU ÜZERİNDEKİ ETKİSİ

Year 2020, , 1129 - 1144, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-645270

Abstract

Bu çalışmanın amacı, Güçlü Yön Temelli Yaklaşımın (GYTY) İngilizce dersinde öğrencilerin devam, akademik başarı ve motivasyon düzeyleri üzerindeki etkisini incelemektir. Bu amaçla 2011-2012 akademik yılı Bahar yarıyılında bir devlet üniversitesinde birinci sınıf öğrencilerinin katıldığı deneysel bir çalışma yürütülmüştür. Çalışmanın örnekleminde deney grubunda 33, kontrol grubunda 33 olmak üzere toplam 66 öğrenci yer almıştır. Uygulama haftada iki saat olarak okutulan İngilizce dersinde yapılmıştır. Araştırmada öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma kapsamında öğrencilerin yetenek temalarını belirlemek için internet tabanlı Clifton güç bulucu ölçeğinden yararlanılmıştır. Öğrencilerin motivasyon düzeylerine ilişkin veriler ise Gardner (1985) tarafından geliştirilen Tutum / Motivasyon Test Havuzundan alınan motivasyon ölçeği ile elde edilmiştir. Çalışmaya katılan öğrencilerin İngilizce dersine devam oranlarını gösteren veriler ise araştırmacı tarafından hem güz döneminde hem de bahar döneminde haftalık olarak alınan ders yoklama belgelerinden alınmıştır. Öğrencilerin akademik başarı düzeyleri hakkında bilgi edinmek için araştırmacı tarafından güz ve bahar yarıyılında uygulanan yıl içi ve yıl sonu sınavlarından alınan puanlar esas alınmıştır. Araştırma sonucunda, öğrencilerin yetenek temaları içinde en sık rastlanan yetenek temalarının 16 öğrencinin sahip olduğu düzelten, 11 öğrencinin sahip olduğu sorumlu ve 9’ar öğrencinin sahip olduğu tedbirli, fikir ve öğrenici olduğu anlaşılmıştır. GYTY’nin öğrencilerin derse devam oranını deney grubu lehine olmak üzere olumlu olarak etkilediği, ancak akademik başarıları ve motivasyon düzeyleri üzerinde anlamlı bir etkisi olmadığı araştırmada ulaşılan diğer sonuçlardır. GYTY’nin farklı çalışmalara konu edilerek ayrıntılı olarak araştırılması, eğitim sürecinin daha verimli olmasını isteyen karar vericiler için yeni bir alternatif bulunması açısından önemli görülmektedir. 

References

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  • Anderson, E. C. (2003). StrengthsQuest: Curriculum outline and learning activities. Princeton, NJ.: The Gallup Organization.
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  • Asplund, J., Agrawal, S., Hodges, T., Harter, J. and Lopez, S. J. (2014). The Clifton strengthsfinder 2.0 technical report: Development and Validation. Nebraska: Gallup.
  • Atay, D. (2004). İngilizce öğretmenlerin motivasyon stratejileri [Motivation strategies of English teachers]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 1, 99-108.
  • Austin, D. B. (2005). The effects of a strengths development intervention program upon the self-perceptions of students’ academic abilities. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA.
  • Braskamp, L. (2006). The strengthsQuest guidebook: Introducing strengths-based development and StrengthsQuest to higher education leaders. Princeton, NJ: The Gallup Organization.
  • Cantwell, L. D. (2005). A comparative analysis of strengths-based versus traditional teaching methods in a freshman public speaking course: Impacts on student learning and academic engagement. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences, Azusa, California, USA.
  • Cave, S. L. R. (2003). The effects of strengths education on the academic motivation of first-year college students. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences, Azusa, California, USA.
  • Clifton, D. O., and Harter, J. K. (2003). Strengths investment. In K. S. Cameron, J. E. Dutton, and R. E. Quinn (Eds.), Positive organizational scholarship (pp.111-121). San Fransisco: Berrett-Koehler.
  • Clifton, D. O., Anderson, E. C. and Schreiner, L. A. (2006). Strengthsquest: Discover and develop your strengths in academics, career, and beyond. New York: Gallup Press.
  • Çırak, G. and Çokluk, Ö. (2013). Yükseköğretimde öğrenci başarılarının sınıflandırılmasında yapay sinir ağları ve lojistik regresyon yöntemlerinin kullanılması [Using artificial neural networks and logistical regression methods in the classification of student achievements in higher education]. Mediterranean Journal of Humanities, 3(2), 71-79. Dellal, N. A. and Günak, D. B. (2009). Çanakkale Onsekiz Mart Üniversitesi’nde ikinci yabancı dil olarak Almanca öğrenen öğrencilerin öğrenme motivasyonları [Learning motivations of the students learning German as a second language at Çanakkale Onsekiz Mart University]. Dil Dergisi, 143, 20-41. Dereli, E. and Acat, M. B. (2010). Okul öncesi eğitim öğretmenliği bölümü öğrencilerinin motivasyon kaynakları ve sorunları [Sources and problems of motivation of the students at the department of preschool education]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 173-187.
  • Erdoğdu, M. Y. (2006). Yaratıcılık ile öğretmen davranışları ve akademik başarı arasındaki ilişki [The relation between creativity, teacher behaviours and academic achievement]. Elektronik Sosyal Bilimler Dergisi, 5(17), 95-106.
  • Estévez, E. F. (2005). The role of strengths-based case management strategies in the promotion of social capital and academic success of underprepared students. (Unpublished PhD Thesis). Saint Louis University, Missouri, USA.
  • Gallup Organization. (2004). Development and validation of the Clifton strengthsfinder. Washington DC.
  • Gallup Organization. (2008). Strengthsquest activity workbook. Nebraska, USA. Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. Ontario, University of Western Ontario.
  • Gillum, W. M. (2005). The effects of strengths instruction on under-performing high school students in mathematics. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA. Hancock, K.J., Shepherd, C.C.J., Lawrence, D. and Zubrick, S. R. (2013). Student attendance and educational outcomes: Every day counts. Report for the Department of Education, Employment and Workplace Relations. Canberra: University of Western Australia.
  • Kablan, Z. (2009). Öğretmen adaylarının derse devamının öğrenme başarısına etkisi [The effect of prospective teachers’s attendance on learning achievement]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 22-32.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi (14. Baskı) [Scientific research methods]. Ankara: Nobel Yayın Dağıtım.
  • Kennedy, J. R. (1996). Variations in the motivation of successful and unsuccessful Turkish learners of English. (Unpublished MA Thesis). Boğaziçi University, Institute of Social Sciences, İstanbul.
  • Keskin, G. and Sezgin, B. (2009). Bir grup ergende akademik başarı durumuna etki eden etmenlerin belirlenmesi [Determination of the factors affecting academic achievement of a group of adolescents]. Fırat Sağlık Hizmetleri Dergisi, 4(10), 3-18.
  • Lee, G. (2012). Esl learners’ motivation and task engagement in technology enhanced language learning contexts. (Unpublished PhD Thesis). Washington State University, Department of Teaching and Learning, Washington, USA. Louis, M. C. (2008). A comparative analysis of the effectiveness of strengths-based curricula in promoting first-year college student success. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA. Louis, M. C. (2012). The Clifton strengthsfinder and student strengths development: A Review of research. Omaha, NE: The Gallup Organization.
  • Maslow, A. (1970). Motivation and personality. New York: Harper and Row.
  • Oades, L. G., Robinson, P., Green, S. and Spence, G.B. (2011). Towards a positive university. The Journal of Positive Psychology, Dedicated to Furthering Research and Promoting Good Practice, 6(6), 432-439.
  • Petrov, I. P. (2003). The problem of intellectuality as college students see it. Russian Education and Society, 45(1), 85-95.
  • Pritchard, G. M. (2009). A grounded theory of the factors that mediate the effect of a strengths-based educational intervention over a four-month period. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA.
  • Railsback, J. (2004). Increasing student attendance: Strategies from research and practice. Oregon: Northwest Regional Educational Laboratory.
  • Rath, T. (2007). Strengthsfinder 2.0. New York: Gallup Press.
  • Rath, T., and Conchie, B. (2009). Strengths based leadership; great leaders, teams, and why people follow. New York: Gallup Press.
  • Sajienė, L. (2009). Vocational teacher career planning: Needs and problems. Vocational Education: Research and Reality, 17, 54-64.
  • Schreiner, L.A. and Anderson E. C. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20-27.
  • Schreiner, L. A, and Hulme, E. (2009). Developing college students’ strengths: Positive psychology on campus. Paper presented at the 1st World Congress on Positive Psychology, Philadelphia, Pennsylvania, USA.
  • Schunk, D. H. (2009). Öğrenme teorileri: Eğitimsel bir bakış (5. baskı) [Learning theories: An educational perspective], (Çeviri Editörü Muzaffer Şahin). Ankara, Nobel. (Eserin aslının yayın tarihi 2008).
  • Selçuk, Z. (2012). Eğitim psikolojisi (20. baskı) [Educational Psychology]. Ankara: Nobel Yayıncılık.
  • Seligman, M.E.P. and Csikzentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
  • Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. and Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
  • Strickland, V. P. (1998). Attendance and grade point average: A study. Retrieved November 26, 2013 from http://files.eric.ed.gov/fulltext/ ED423224.pdf.
  • Sürücü, A. (2009). Eğitim psikolojisine giriş [Introduction to educational psychology]. Aral, N. and Duman, T. (Yay. haz.), Eğitim psikolojisi içinde. İstanbul: Kriter, s.17-30.
  • Turner, J. L. (2004). StrengthsQuest counseling applied to high school freshmen. Los Angeles, CA: CASP Scientist-Practitioner Grant.
  • Ulusoy, A. (2009). Gelişim ve öğrenme (6. Baskı) [Development and learning]. Ankara: Anı Yayıncılık.
  • Wadesango, N. and Machingambi, S. (2011). Causes and structural effects of student absenteeism: A case study of three South African universities. Journal of Social Sciences 26(2), 89-97.
  • Williamson, J. S. (2002). Assessing student strengths: Academic performance and persistence of first-time college students at a private church-affiliated college. Faculty Scholarship – School of Graduate and Continuing Studies. Paper 1.
  • Woolfolk, A. E. (1998). Educational psychology (7th edition). Boston: Allyn and Bacon.
  • Yılmaz, E. (2007). Ortaöğretimde İngilizce derslerinde öğrenci başarısında motivasyonun rolü: Bartın ili örneği [The role of motivation on student achievement in English classes at secondary education: The case of Bartın city]. (Yayımlanmamış Yüksek Lisans Tezi). Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.

STRENGTHS-BASED APPROACH AND ITS EFFECT ON ATTENDANCE, ACADEMIC ACHIEVEMENT AND EFL MOTIVATION

Year 2020, , 1129 - 1144, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-645270

Abstract

The purpose of this study is to examine the effect of Strengths Based Approach (SBA) on attendance, academic achievement and student motivation in English class. For this purpose, an experimental study was carried out with freshman students at a state university in Turkey in the spring term of 2011-2012 academic year. The sampling of the study consisted of 66 students in total, 33 students in experimental group and 33 students in control group. Pretest posttest quasi-experimental design with a control group was used in the study. Clifton StrengthsfinderTM was used to determine the talent themes of students. The data on the motivation levels of students were obtained through the motivation scale, which was adapted from Attitude/Motivation Test Battery developed by Gardner (1985). The data regarding the attendance percentages of students in English class were obtained from attendance sheets taken by the researcher weekly. Students’ exam scores in mid-term and final exams administered by the researcher in both terms were taken into consideration for the academic achievement of students. The study indicated that the most frequently encountered talent themes were restorative (f=16), responsibility (f=11), deliberative (f=9), ideation (f=9) and learner (f=9) respectively. Also, SBA affected the attendance rates of students positively in favour of experimental group; however, it didn’t have a significant effect on students’ academic achievement and motivation levels. It is considered important to study SBA, which is a fairly new area of study for both the world and Turkey.

References

  • Acat, M. B. and Demiral, S. (2002). Türkiye’de yabancı dil öğreniminde motivasyon kaynakları ve sorunları [Sources and problems in EFL motivation in Turkey]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 8 (31), 312-329.
  • Anderson, E. C. (2003). StrengthsQuest: Curriculum outline and learning activities. Princeton, NJ.: The Gallup Organization.
  • Anderson, E. C. (2004). What is strengths-based education: A tentative answer by someone who strives to be a strengths-based educator. Unpublished manuscript. Retrieved January 16, 2012, from https://www.coursehero.com/file/46797433/1-WhatisStrengths-BasedEducationpdf/
  • Asplund, J., Agrawal, S., Hodges, T., Harter, J. and Lopez, S. J. (2014). The Clifton strengthsfinder 2.0 technical report: Development and Validation. Nebraska: Gallup.
  • Atay, D. (2004). İngilizce öğretmenlerin motivasyon stratejileri [Motivation strategies of English teachers]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 1, 99-108.
  • Austin, D. B. (2005). The effects of a strengths development intervention program upon the self-perceptions of students’ academic abilities. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA.
  • Braskamp, L. (2006). The strengthsQuest guidebook: Introducing strengths-based development and StrengthsQuest to higher education leaders. Princeton, NJ: The Gallup Organization.
  • Cantwell, L. D. (2005). A comparative analysis of strengths-based versus traditional teaching methods in a freshman public speaking course: Impacts on student learning and academic engagement. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences, Azusa, California, USA.
  • Cave, S. L. R. (2003). The effects of strengths education on the academic motivation of first-year college students. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences, Azusa, California, USA.
  • Clifton, D. O., and Harter, J. K. (2003). Strengths investment. In K. S. Cameron, J. E. Dutton, and R. E. Quinn (Eds.), Positive organizational scholarship (pp.111-121). San Fransisco: Berrett-Koehler.
  • Clifton, D. O., Anderson, E. C. and Schreiner, L. A. (2006). Strengthsquest: Discover and develop your strengths in academics, career, and beyond. New York: Gallup Press.
  • Çırak, G. and Çokluk, Ö. (2013). Yükseköğretimde öğrenci başarılarının sınıflandırılmasında yapay sinir ağları ve lojistik regresyon yöntemlerinin kullanılması [Using artificial neural networks and logistical regression methods in the classification of student achievements in higher education]. Mediterranean Journal of Humanities, 3(2), 71-79. Dellal, N. A. and Günak, D. B. (2009). Çanakkale Onsekiz Mart Üniversitesi’nde ikinci yabancı dil olarak Almanca öğrenen öğrencilerin öğrenme motivasyonları [Learning motivations of the students learning German as a second language at Çanakkale Onsekiz Mart University]. Dil Dergisi, 143, 20-41. Dereli, E. and Acat, M. B. (2010). Okul öncesi eğitim öğretmenliği bölümü öğrencilerinin motivasyon kaynakları ve sorunları [Sources and problems of motivation of the students at the department of preschool education]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 173-187.
  • Erdoğdu, M. Y. (2006). Yaratıcılık ile öğretmen davranışları ve akademik başarı arasındaki ilişki [The relation between creativity, teacher behaviours and academic achievement]. Elektronik Sosyal Bilimler Dergisi, 5(17), 95-106.
  • Estévez, E. F. (2005). The role of strengths-based case management strategies in the promotion of social capital and academic success of underprepared students. (Unpublished PhD Thesis). Saint Louis University, Missouri, USA.
  • Gallup Organization. (2004). Development and validation of the Clifton strengthsfinder. Washington DC.
  • Gallup Organization. (2008). Strengthsquest activity workbook. Nebraska, USA. Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. Ontario, University of Western Ontario.
  • Gillum, W. M. (2005). The effects of strengths instruction on under-performing high school students in mathematics. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA. Hancock, K.J., Shepherd, C.C.J., Lawrence, D. and Zubrick, S. R. (2013). Student attendance and educational outcomes: Every day counts. Report for the Department of Education, Employment and Workplace Relations. Canberra: University of Western Australia.
  • Kablan, Z. (2009). Öğretmen adaylarının derse devamının öğrenme başarısına etkisi [The effect of prospective teachers’s attendance on learning achievement]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 22-32.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi (14. Baskı) [Scientific research methods]. Ankara: Nobel Yayın Dağıtım.
  • Kennedy, J. R. (1996). Variations in the motivation of successful and unsuccessful Turkish learners of English. (Unpublished MA Thesis). Boğaziçi University, Institute of Social Sciences, İstanbul.
  • Keskin, G. and Sezgin, B. (2009). Bir grup ergende akademik başarı durumuna etki eden etmenlerin belirlenmesi [Determination of the factors affecting academic achievement of a group of adolescents]. Fırat Sağlık Hizmetleri Dergisi, 4(10), 3-18.
  • Lee, G. (2012). Esl learners’ motivation and task engagement in technology enhanced language learning contexts. (Unpublished PhD Thesis). Washington State University, Department of Teaching and Learning, Washington, USA. Louis, M. C. (2008). A comparative analysis of the effectiveness of strengths-based curricula in promoting first-year college student success. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA. Louis, M. C. (2012). The Clifton strengthsfinder and student strengths development: A Review of research. Omaha, NE: The Gallup Organization.
  • Maslow, A. (1970). Motivation and personality. New York: Harper and Row.
  • Oades, L. G., Robinson, P., Green, S. and Spence, G.B. (2011). Towards a positive university. The Journal of Positive Psychology, Dedicated to Furthering Research and Promoting Good Practice, 6(6), 432-439.
  • Petrov, I. P. (2003). The problem of intellectuality as college students see it. Russian Education and Society, 45(1), 85-95.
  • Pritchard, G. M. (2009). A grounded theory of the factors that mediate the effect of a strengths-based educational intervention over a four-month period. (Unpublished PhD Thesis). Azusa Pacific University, School of Behavioral and Applied Sciences. Azusa, California, USA.
  • Railsback, J. (2004). Increasing student attendance: Strategies from research and practice. Oregon: Northwest Regional Educational Laboratory.
  • Rath, T. (2007). Strengthsfinder 2.0. New York: Gallup Press.
  • Rath, T., and Conchie, B. (2009). Strengths based leadership; great leaders, teams, and why people follow. New York: Gallup Press.
  • Sajienė, L. (2009). Vocational teacher career planning: Needs and problems. Vocational Education: Research and Reality, 17, 54-64.
  • Schreiner, L.A. and Anderson E. C. (2005). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20-27.
  • Schreiner, L. A, and Hulme, E. (2009). Developing college students’ strengths: Positive psychology on campus. Paper presented at the 1st World Congress on Positive Psychology, Philadelphia, Pennsylvania, USA.
  • Schunk, D. H. (2009). Öğrenme teorileri: Eğitimsel bir bakış (5. baskı) [Learning theories: An educational perspective], (Çeviri Editörü Muzaffer Şahin). Ankara, Nobel. (Eserin aslının yayın tarihi 2008).
  • Selçuk, Z. (2012). Eğitim psikolojisi (20. baskı) [Educational Psychology]. Ankara: Nobel Yayıncılık.
  • Seligman, M.E.P. and Csikzentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
  • Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. and Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
  • Strickland, V. P. (1998). Attendance and grade point average: A study. Retrieved November 26, 2013 from http://files.eric.ed.gov/fulltext/ ED423224.pdf.
  • Sürücü, A. (2009). Eğitim psikolojisine giriş [Introduction to educational psychology]. Aral, N. and Duman, T. (Yay. haz.), Eğitim psikolojisi içinde. İstanbul: Kriter, s.17-30.
  • Turner, J. L. (2004). StrengthsQuest counseling applied to high school freshmen. Los Angeles, CA: CASP Scientist-Practitioner Grant.
  • Ulusoy, A. (2009). Gelişim ve öğrenme (6. Baskı) [Development and learning]. Ankara: Anı Yayıncılık.
  • Wadesango, N. and Machingambi, S. (2011). Causes and structural effects of student absenteeism: A case study of three South African universities. Journal of Social Sciences 26(2), 89-97.
  • Williamson, J. S. (2002). Assessing student strengths: Academic performance and persistence of first-time college students at a private church-affiliated college. Faculty Scholarship – School of Graduate and Continuing Studies. Paper 1.
  • Woolfolk, A. E. (1998). Educational psychology (7th edition). Boston: Allyn and Bacon.
  • Yılmaz, E. (2007). Ortaöğretimde İngilizce derslerinde öğrenci başarısında motivasyonun rolü: Bartın ili örneği [The role of motivation on student achievement in English classes at secondary education: The case of Bartın city]. (Yayımlanmamış Yüksek Lisans Tezi). Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.
There are 44 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Emrullah Yılmaz 0000-0003-2346-9939

Burhan Akpınar 0000-0003-3509-0475

Publication Date June 2, 2020
Submission Date November 11, 2019
Published in Issue Year 2020

Cite

APA Yılmaz, E., & Akpınar, B. (2020). STRENGTHS-BASED APPROACH AND ITS EFFECT ON ATTENDANCE, ACADEMIC ACHIEVEMENT AND EFL MOTIVATION. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1129-1144. https://doi.org/10.17240/aibuefd.2020..-645270