İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ KAHOOT UYGULAMASINA YÖNELİK GÖRÜŞLERİ İLE MEMNUNİYET DÜZEYLERİNİN BELİRLENMESİ

Abstract

Bu çalışmanın amacı, ilköğretim matematik öğretmen adaylarının oyunlaştırılmış çevrimiçi yanıtlama sistemlerinden biri olan Kahoot uygulamasına yönelik görüşleri ile memnuniyet düzeylerini araştırmaktır. Kesitsel tarama modelinin kullanıldığı bu çalışma, 3. sınıfta öğrenim gören 49 ilköğretim matematik öğretmen adayı ile yürütülmüştür. Altı haftalık uygulama sürecinde öğretmen adaylarına Olasılık ve İstatistik konularını içeren Kahoot etkinlikleri uygulanmıştır. Çalışmada veri toplama aracı olarak Kahoot memnuniyet anketi kullanılmıştır. Verilerin analizinde betimleyici istatistikler ve içerik analizi kullanılmıştır. Çalışma sonucunda, öğretmen adaylarının Kahoot uygulamasına yönelik memnuniyet düzeylerinin ortalamanın üstünde olduğu belirlenmiştir. Öğretmen adaylarının görüşlerine göre, Kahoot uygulaması matematik öğretiminde eğlenceli bir öğrenme ortamı sunmaktadır. Kahoot uygulamasının, öğretmen adaylarının ders öncesinde verilen görevleri tamamlayarak derse hazırlıklı gelmelerini ve yeni kavramları öğrenmelerini sağladığı görülmüştür. Buna karşın Kahoot etkinliklerindeki rekabet ortamının, bazı öğretmen adayları üzerinde stres, kaygı ve demoralizasyon gibi negatif duygular oluşturduğu sonucuna ulaşılmıştır. Öğretmen adaylarının büyük bir çoğunluğu Kahoot uygulamasının matematik öğretiminde etkili bir şekilde kullanılabileceğini belirtirken; birkaç öğretmen adayı bu uygulamanın matematik dışındaki sözel dersler için daha uygun olduğunu ifade etmiştir.

Keywords

• Oyunlaştırılmış öğretim
• Kahoot uygulaması
• matematik öğretimi
• teknoloji entegrasyonu
• memnuniyet düzeyi
• öğretmen adayları

DETERMINATION OF PRE-SERVICE MATHEMATICS TEACHERS’ OPINIONS OF AND SATISFACTION WITH THE KAHOOT APPLICATION

Abstract

The aim of this study is to investigate pre-service elementary mathematics teachers’ opinions of and satisfaction with the Kahoot application, which is a gamified online response system. This study, based on a cross-sectional survey model, was conducted with 49 pre-service mathematics teachers in the third year of their degree program. During the six-week implementation process, Kahoot activities for the subjects of probability and statistics were applied for the pre-service teachers. A Kahoot satisfaction questionnaire was used as a data collection tool. Descriptive statistics and content analysis were used in the analysis of the data. As a result, it was found that the pre-service teachers’ levels of satisfaction with the Kahoot application were above average. According to these pre-service teachers, the Kahoot application offers an entertaining learning environment for mathematics teaching. It was observed that the Kahoot application enabled the pre-service teachers to come prepared for lessons and to learn new concepts by completing the tasks given before the lessons. On the other hand, it was concluded that the competitive environment in Kahoot activities caused negative feelings such as stress, anxiety, and demoralization in some pre-service teachers. While the majority of the pre-service teachers stated that the Kahoot application can be used effectively in mathematics teaching, several others stated that this application is more suitable for verbal courses than for mathematics.

Keywords

• Gamified instruction
• Kahoot application
• mathematics education
• technology integration
• satisfaction levels
• pre-service teachers

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