Problem Çözme Basamaklarına Dayalı Geliştirilen Bireyselleştirilmiş Web Tabanlı Matematik Öğrenme Ortamının Öğrencilerin Akademik Başarılarına Etkisi

Year 2019, Volume: 23 Issue: 4, 1693 - 1706, 31.12.2019

Derya Özlem Yazlık , Ahmet Erdoğan

Abstract

: Bu çalışmada, 9. Sınıf matematik müfredatında yer alan “Denklem ve
eşitsizlikler ile ilgili uygulamalar” konusunun öğretimi için problem çözme
basamaklarına dayalı olarak tasarlanan bireyselleştirilmiş web tabanlı öğrenme
ortamının öğrencilerin akademik başarılarına etkisinin incelenmesi
amaçlanmıştır. Bu amaç doğrultusunda,
137 9. sınıf öğrencisi ile yürütülen bu çalışmada kontrol gruplu ön test ve son
test araştırma deseni kullanılmıştır. Araştırmanın verileri güvenirlik
katsayısı 0,742 olan “Başarı testi” ile
toplanmıştır. Başarı testinden elde edilen veriler istatistiksel olarak analiz
edilmiştir. Araştırmanın sonucunda deney ve kontrol grubu öğrencilerinin
son-test başarı puanları arasında istatistiksel olarak anlamlı bir fark olduğu
belirlenmiştir. Buradan genel olarak ProbSol öğrenme ortamı ile bireysel
özelliklerine uygun öğrenim gören öğrencilerin geleneksel yöntem ile öğrenim
gören öğrencilere göre daha başarılı olduğu sonucuna ulaşılabilmektedir.

Keywords

Bireysel öğrenme, matematik eğitimi, problem çözme basamakları, uzman sistem, web tabanlı öğretim

The Effect Of Individualized Web Based Mathematics Learning Environment Developed Based On Problem Solving Steps On The Students' Academic Achievements

Abstract

In this study, it is aimed to investigate the effect of individualized
web based mathematics learning environment developed based on problem solving
steps on the students' academic achievements in teaching “Applications related
to equations and inequalities” subject in mathematics curriculum of 9th
grade.  For this purpose, pre-test and
post-test research design with control group was used in this study which was
carried out with 137 students at 9th grade. The data of the study were
collected by the "achievement test" which had a reliability
coefficient of 0.742. The data obtained from the achievement test were analyzed
statistically. As a result of the study, it was determined that there was a
statistically significant difference between the post-test achievement scores
of the experimental and control group students. It can be concluded that the
students trained in ProbSol learning environment with learning environment with
individual characteristics are more successful than students trained with traditional
methods.

Keywords

Individual learning, mathematics education, problem solving steps, expert system, web-based instruction

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