Khan Academy Öğrenme Platformunun İlkokul 4. Sınıf Öğrencilerinin Matematik Başarısı Üzerindeki Etkisi

Year 2023, Volume: 17 Issue: Özel Sayı, 530 - 552, 20.10.2023

Hakan Ulum

https://doi.org/10.17522/balikesirnef.1348871

Abstract

Bu araştırma, Khan Academy öğrenme platformunun öğrencilerin matematik dersindeki başarısına etkisini incelemeyi amaçlamaktadır. Araştırmada ön test-son test kontrol gruplu desen kullanılarak deney ve kontrol gruplarının başarı düzeyleri arasındaki farklılık test edilmiştir. Çalışma grubu, destekleme ve yetiştirme kursuna devam eden ilkokul dördüncü sınıf öğrencilerden oluşmaktadır. Çalışma 60 öğrenciyle gerçekleştirilmiştir. Deney grubunda yer alan öğrencilere Khan Academy öğrenme platformu üzerinden matematik dersi içerikleri sunulmuş ve bu içerikleri kullanarak öğretim gerçekleştirilmiştir. Kontrol grubundaki öğrencilere ise Eğitim Bilişim Ağı (EBA) ile matematik dersi işlenmiştir. Öncelikle her iki gruba da ön test uygulanmış ve öğrencilerin başarı düzeyleri kaydedilmiştir. Ardından deney grubundaki öğrencilere Khan Academy öğrenme platformu tanıtılmış ve matematik derslerinde bu platformu kullanılmıştır. Kontrol grubundaki öğrenciler ise EBA tanıtılmış ve derslerde bu platform kullanılmıştır. Belirli bir süre sonra her iki gruba da son test uygulanmış ve öğrencilerin başarı düzeyleri tekrar ölçülmüştür. Elde edilen veriler kullanılarak deney ve kontrol gruplarının başarı düzeyleri arasındaki farklılık istatistiksel olarak analiz edilmiştir. Bu analiz sonucunda Khan Academy öğrenme platformunun öğrencilerin matematik dersindeki başarısına etkisinin daha fazla olduğu sonucuna ulaşılmıştır.

Keywords

Khan Akademi, Eğitim Bilişim Ağı (EBA), ilkokul, matematik, başarı.

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

Abstract

This study aims to examine the effect of the Khan Academy learning platform on students' achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network (EBA). Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students' achievement in mathematics.

Keywords

Khan Academy, Education Information Network (EBA), primary school, mathematics, achievement

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