Mobil Uygulama ile Desteklenmiş Ters-Yüz Öğretim Ortamını Kullanan Öğrencilerin Akademik Başarılarının ve İşbirlikli Öğrenmeye Yönelik Görüşlerinin İncelenmesi

Abstract

Araştırmamızda mobil uygulama ile desteklenmiş ters-yüz öğrenme ortamı hazırlanmış ve öğrencilerin akademik başarısına etkisiyle birlikte işbirlikli öğrenmeye ilişkin görüşleri değerlendirilmiştir. Araştırmada karma araştırma yöntemi kullanılmıştır. Bu araştırmanın nicel araştırma bölümünde akademik başarı değişkeni için “Ön Test – Son Test Kontrol Gruplu Yarı Deneysel Desen Modeli” kullanılmıştır. Veri toplama aracı olarak nitel verilerin toplanması için yarı yapılandırılmış görüşme formundan ve video görüntülerinden yararlanılmıştır. Araştırmacılar tarafından geliştirilen başarı testi ve yarı yapılandırılmış görüşme formu 4 alan ve 2 dil uzmanı görüşleri alınarak gerekli düzeltmeler yapıldıktan sonra kullanılmıştır. Araştırmanın evrenini Konya ili Selçuklu ilçesindeki Milli Eğitim Müdürlüğüne bağlı Sancak Ortaokulu’ndan rastgele seçilmiş 48 deney ve 48 kontrol grubu öğrencileri oluşturmaktadır. Harmanlanmış eğitim modeli 2 hafta süresince 48 deney grubu öğrencisine uygulanmıştır. Fakat süreç boyunca gerek devamsızlık gerekse öğrencilerin süreçten çıkmak istemelerinden kaynaklı 42 Deney Grubu, 46 Kontrol Grubu öğrenci sürece tam olarak bitirebilmiştir. Yapılan araştırma ve bulgulara göre, mobil uygulama ile desteklenmiş ters-yüz öğrenme ortamının işbirlikli öğrenmeyle yapan öğrencilerin, geleneksel öğretim ortamı ile ders gören öğrencilere oranla akademik başarısının arttığı görülmüş ve istatiksel olarak anlamlı bulunmuştur. Ayrıca, mobil destekli TYÖO (Ters-yüz Öğretim Ortamı) sayesinde öğrencilerin matematik dersine olan ön yargısının kalktığı, süreçte eğlendikleri, dersi sevdikleri ve aktif rol aldıkları gözlemlenmiştir.

Keywords

• Mobil Öğrenme,Flipped Classroom,İşbirlikli Öğrenme,Harmanlanmış Öğrenme

Determining the Academic Achievement of Students Who Use Flipped Classroom Method Supported by a Mobile Application and Their Views on Collaborative Learning

Abstract

In our study, a flipped classroom method supported by a mobile application was
prepared, and students' opinions about collaborative learning were evaluated along with
its effect on their academic achievement. In the quantitative research section of this
research, a semi - experimental pattern model with pre-test and post-test control group
was used for the academic success variable. The population of the study consisted of 48
randomly selected and 48 control group students from the Sancak Secondary School
affiliated to the National Education Directorate in the Selcuklu district of Konya
province. According to the results of the research, it is that the academic success of the
students who utilized the flipped classroom method supported by the mobile application
increased, compared with the students who took the traditional -learning method, and
this was found statistically significant. In addition, it has been observed that the students'
prejudice to mathematics has been removed; they had fun in the process; they liked the
lesson and they took an active role thanks to the mobile-supported FCM (Flipped
Classroom Method). It is also seen that blending FCM and Collaborative Learning
method increased the students' interest, motivation, participation in the class and their
sympathy. 

Keywords

• Mobile Learning,Flipped Classroom,Blended Learning,, Collaborative learning

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