Çevrimiçi ortamlarda motivasyonel geribildirimin öğrenenlerin öz-düzenleme, öz-yeterlilik, kaygı ve başarı puanlarına etkisi

Year 2020, Volume: 6 Issue: 4, 19 - 36, 30.10.2020

Şener Balat Bünyami Kayalı Selçuk Karaman Engin Kurşun

Abstract

The aim of this study is to determine the effects of written feedback given in accordance with motivation principles to student homework on their self-regulation skills, academic self-efficacy perceptions, anxiety levels and homework scores in online education. In line with this aim, the sample for this study consists of graduate students who took the main statistical course which was held online in the 2018-2019 fall semester of the Institute of Educational Sciences of Atatürk University. In the study, semiexperimental research method with pre-test and post-test control group was used. Data collection consists of the following different scales; in order to determine the existing problems of students against statistics course “Statistical Course Anxiety Scale was used. To determine existing academic self-efficacy perceptions against statistics course “Academic Self-Efficacy Perception Scale was used, for existing self-regulation skills against statistics course “Self-Regulation Skills Scale was used. In addition to those scales; academic achievement scores, evaluation scores given to weekly assignments and visa grades were also included. For data analysis Independent groups t-test and Mann Whitney U test were used. As a result of the study, While a significant relationship was observed between confirmatory feedback and self-regulation skills and similarly a significant relationship between homework notes and detailed feedback, there was no significant relationship between detailed feedback and self-efficacy perceptions and anxiety levels.

Keywords

Feedback, Self-efficacy, Self-regulation, Academicachievement, Anxiety, Motivation

Çevrimiçi ortamlarda motivasyonel geribildirimin öğrenenlerin öz-düzenleme, öz-yeterlilik, kaygı ve başarı puanlarına etkisi

Abstract

Bu çalışmanın amacı; Uzaktan eğitimde öğrenci ödevlerine verilen yazılı geribildirimlerin motivasyon ilkeleri doğrultusunda tasarlanmasının öğrencilerin öz-düzenleme becerileri, akademik öz-yeterlilik algıları ve ödev puanları üzerine etkilerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda çalışma grubu olarak Atatürk üniversitesi eğitim bilimleri enstitüsü 2018-2019 güz yarıyılında uzaktan gerçekleştirilen temel istatistik dersi lisansüstü öğrencilerinden oluşturmaktadır. Araştırmada ön test-son test kontrol gruplu yarı deneysel araştırma yöntemi kullanılmıştır. Veri toplama aracı olarak öğrencilerin istatistik dersine karşı var olan problemlerini belirlemek amacıyla “İstatistik Dersi Kaygı Ölçeği”, istatistik dersine karşı var olan akademik öz-yeterlilik algılarının belirlenmesi amacıyla “Akademik Öz-yeterlilik Algı Ölçeği” istatistik dersine karşı var olan özdüzenleme becerilerinin belirlenmesi amacıyla “Öz-Düzenleme Becerileri Ölçeği” , akademik başarı puanları, haftalık ödevlere verilen değerlendirme puanları ve vize notları kullanılarak elde edilmiştir. Araştırmada verilerin analizi için bağımsız gruplar t–testi ve Mann Whitney U testi kullanılmıştır. Araştırma sonucunda ayrıntılı geri bildirim ile öz yeterlilik algıları ve kaygı düzeyleri arasında anlamlı bir ilişki görülememiştir. Doğrulayıcı geri bildirim ile öz düzenleme becerileri arasında anlamlı bir ilişki gözlemlenirken benzer ilişki ödev notları ile ayrıntılı geribildirim arasında gözlemlenmiştir.

Keywords

Geri bildirim, Öz yeterlik, Öz-düzenleme, Akademik Başarı, Kaygı, Motivasyon

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