buefad Bartın University Journal of Faculty of Education 1308-7177 Bartin University 10.14686/buefad.412614 Akran-Liderliğinde Takım Öğrenmesi Modelinin Üniversite Öğrencilerinin Genel Kimya Sınav Başarısı Üzerindeki Etkisinin İncelenmesi Investigation of the Effect of Peer-Led Team Learning Model on University Students’ Exam Achievement in General Chemistry https://orcid.org/0000-0002-1003-0612 Eren-şişman Ece N. Middle East Technical University https://orcid.org/0000-0001-5389-5790 Ciğdemoğlu Ceyhan Atılım University https://orcid.org/0000-0002-9433-0056 Geban Ömer Middle East Technical University 06 30 2018 7 2 636 664 04 04 2018 05 17 2018 Copyright © 2012, Bartın University Journal of Faculty of Education 2012 Bartın University Journal of Faculty of Education

Bu çalışmanın amacı,mühendislik fakültesi birinci sınıf öğrencilerinin genel kimya ders başarısınıakran liderliğinde takım öğrenmesi modeli ve geleneksel öğretim modelikullanılan durumlarda karşılaştırmak ve yöntemin farklı başarı seviyelerindekiöğrenciler üzerinde etkisini incelemektir. Çalışmaya aynı öğretim üyesininokuttuğu toplam 128 öğrenci katılmıştır. Her iki grupta da farklı mühendislikdallarından öğrenciler vardır. Deney grubu bir dönem boyunca akran liderliğindetakım öğrenmesi (ALTÖ) modeli ile ders yaparken kontrol grubunda gelenekselöğretim uygulanmıştır. Daha önceden bu dersi başarı ile tamamlamış 14 takımlideri dönem boyunca temel iletişim ve pedagoji konularında eğitilmiş,takımlarına dönem boyunca problem çözme konusunda destek olmuştur. Deney vekontrol grubu ilgili bölümce hazırlanmış aynı ara sınavlara ve final sınavınasınava girmiştir. Veriler iki yönlü varyans analizi (two-way ANOVA) ile incelenmiştir. Sonuçlar, düşük ve ortadüzey başarılı öğrencilerin ALTÖ modeliyle öğretim aldıklarında gelenekselöğretim alan gruba göre genel kimya sınav başarı notlarının istatistikselolarak daha iyi olduğu, ancak yüksek başarılı öğrencilerin uygulanılan öğretimyöntemlerine göre istatistiksel olarak anlamlı bir farklılığının olmadığınıortaya koymuştur.

The purpose of this studyis to compare freshmen engineering students’ exam achievement in generalchemistry course using peer-led team learning model and traditional instructionand to investigate the effect of the methods on different achieving levelstudents. A total of 128 students whowere instructed by the same professor participated in the study. Both in PLTL and traditional class consistedof different engineering disciplines. Throughout the semester, PLTL model wasimplemented in the experimental group while traditional instruction was used inthe control group. 14 peer leaders who have successfully completed generalchemistry course in previous semester have been trained on basic communicationand pedagogy issues and they have supported their teams in problem-solvingthroughout the semester. Both experimental and control group students took thesame mid-terms and final exam which are constructed by the related department.The data were analyzed by two-way analysis of variance (ANOVA). Resultsindicated that low and medium achieving students’ general chemistry exam gradesare statistically higher in PLTL group than those of traditional groupstudents; however, there is no statistically significant mean difference inhigh achieving students’ grades across the groups.

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