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Öğretmen Eğitimi Sınıflarında Öğretmen Adaylarının Başarılarını Yordayan Değişkenler

Year 2020, Volume: 20 Issue: 87, 157 - 178, 20.05.2020

Abstract

Problem Durumu: Sosyal, politik ve teknolojik alanlarda çok hızlı gelişmelerin yaşandığı günümüzde bugün öğretilen bilgiler yarın geçersiz hale gelebilmektedir. Bu bilgi çağında, öğrencilerin sürekli artan bilgi yığını arasından uygun bilgileri seçmeleri, uygun stratejilere karar vermeleri ve kendi öğrenme süreçlerini yönetebilmeleri önemlidir. Bu özellikler derse gelip sadece öğretim elemanının anlattıklarını not alan diğer bir ifadeyle sadece geleneksel yöntemlerle öğrenen öğrenciler tarafından kazanılamayabilir. Gelecek nesilleri eğitecek öğretmen adaylarının kendi öğrenmeleri için sorumluluk almaları, farklı öğrenme fırsatlarına açık olmaları, araştırma ve öğrenmeyi sevmeleri, kendi öğrenme süreçlerini yönetebilmeleri ve problem çözme becerilerini kullanabilmeleri gibi öz-yönelimli öğrenme (ÖYÖ) becerilerine sahip olmaları önemli görülmektedir. Bunu bağlamda, pek çok üniversite bu gereksinimleri dikkate alarak, öğretim materyalleri ve öğretim yöntemleri konusunda değişiklikler yapmaktadır. Teknolojiyi ve sınıf içi aktif öğrenme görevlerini birleştiren ters-yüz öğrenme yaklaşımının öğrencilerin öğretme-öğrenme sürecini desteklediğini belirten pek çok araştırma bulunmaktadır. Ters-yüz öğrenmenin bir parçası olan ders öncesi etkinlikler, öğrencilerin ÖYÖ becerilerinin önemini vurgulamaktadır. Ayrıca, uzaktan öğrenme, hibrid ve ters-yüz öğrenme yoluyla öğretimin gelişmesiyle birlikte, ÖYÖ kritik bir özellik olarak ortaya çıkmaktadır. Alanyazındaki pek çok araştırma sonuçları, öğrencilerin ÖYÖ becerileri ve başarıları arasında anlamlı ve pozitif bir ilişki olduğunu ortaya koymuştur fakat bazı araştırmalarda da yüksek veya düşük ÖYÖ hazırbulunuşluğu olan öğrencilerin final sınavlarında anlamlı bir farklılık bulunamamıştır. Dolayısıyla, bu çalışmanın amaçlarından biri, öğretmen adaylarının ÖYÖ’ye hazırbulunuşluğu, ters-yüz veya geleneksel sınıf ortamlarında öğrenmelerinin başarılarını yordayıp yordamadığını araştırmaktır. Ayrıca, alanyazında cinsiyet başarıyı etkileyen bir faktör olarak açıklanmıştır ve bu eğitim bilimleri dersinde öğrenci başarısını yordayan değişkenlere dahil edilmiştir.
Öğrencilerin başarısı, öğretimin etkinliğini belirleyen en önemli değişkenlerden biridir. Literatürde motivasyon, tutum, öz yeterlik, öz düzenleme vb. farklı değişkenlerin öğrencilerin farklı derslerdeki başarılarını yordayan araştırmalar bulunmaktadır fakat cinsiyet, öz yönelimli öğrenmeye hazırbulunuşluk (ÖYÖH) ve öğrenme ortamı değişkenleri bir öğretmenlik eğitimi dersinde birlikte incelenmemiştir. Bu bağlamda, çalışmanın hem alanyazına hem de öğretmen adaylarına yönelik yapılan çalışmalara katkıda sağlayacağı düşünülmektedir.

Araştırmanın Amacı: Bu çalışmanın amacı, öğretmen adaylarının başarılarının bir eğitim dersinde, Öğretim İlke ve Yöntemleri (ÖİY), cinsiyet, Öz yönelimli Öğrenmeye Hazır Bulunuşları ve ders ortamı (ters-yüz sınıf, geleneksel sınıf) gibi bazı değişkenler ile yordanmasıdır. Bu amaca ulaşmak için aşağıdaki araştırma soruları önerilmiştir:
1. ÖİY dersinde cinsiyet ve Öz yönelimli Öğrenmeye Hazır Bulunuşluk ölçeğinin alt boyutları (öz-yönetim, öğrenme isteği, öz-kontrol) öğretmen adaylarının başarısını ne kadar iyi yordamaktadır?
2. ÖİY dersinde cinsiyet ve Öz yönelimli Öğrenmeye Hazır Bulunuşluk ölçeğinin alt boyutları kontrol edildikten sonra, ters-yüz öğrenme sınıfında veya geleneksel öğretim sınıflarında olmak, öğretmen adaylarının başarısını ne kadar iyi yordamaktadır?

Araştırmanın Yöntemi: Bu çalışmanın tarama araştırmadır ve amaçlı örnekleme yöntemine göre belirlenen 271 öğretmen adayı araştırmaya dahil edilmiştir. Bu öğretmen adaylarında 195'i (% 72) kadın, 76'sı (% 28) erkek, 27'si (% 10) ters-yüz öğrenme Sınıf Öğretmenliği Bölümü'nde; 48'i (% 17.7) geleneksel Sınıf Öğretmenliği Bölümünde; 69'u (% 25,5) geleneksel Fen Bilgisi Öğretmenliği Bölümünde; 81’i (% 29,9) geleneksel Türkçe Öğretmenliği Bölümünde; 46'sı (% 17) geleneksel İlköğretim Matematik Öğretmenliği Bölümünde öğrenim görmektedir. Veriler başarı testi ve ÖYÖH ölçeği ile toplanmıştır. Başarı testi (AT), ortalama madde güçlüğü .51, madde ayırt edicilik indeksi .37 ve Kr-20 güvenilirlik katsayısı .78 olan 40 soru içermektedir. ÖYÖH ölçeği, Fisher vd. (2001) tarafından geliştirilmiş ve Türkçeye Sahin ve Erden (2009) tarafından uyarlanmıştır. Ölçek üç alt faktörden oluşmaktadır: 13 maddeden oluşan ‘öz-yönetim’, 12 maddeden oluşan ‘öğrenme isteği’ ve 15 maddeden oluşan ‘öz-kontrol’. Ölçeğin Cronbach alfa iç tutarlılık katsayısı öz-yönetim alt boyutu için .87, öğrenme isteği alt boyut için .86 ve öz-kontrol alt boyutu için .79 olarak bulunmuştur.

References

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  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
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  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96.
  • Castedo, R., Lopez, L. M., Chiquito, M., Navarro, J., Cabrera, J. D., & Ortega, M. F. (2019). Flipped classroom-comparative case study in engineering higher education. Computer Applications in Engineering Education, 27, 206–216. doi: https://doi.org/10.1002/ cae.22069
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The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms

Year 2020, Volume: 20 Issue: 87, 157 - 178, 20.05.2020

Abstract

Purpose: This study aimed to predict the achievement of pre-service teachers majoring in education through some learner characteristics like gender, self-directed learning readiness dimensions, and course context (being in the flipped learning class and traditional teaching classes).

Research Methods: This study employed a relational survey research design and involved 271 pre-service teachers who were selected according to the purposive sampling method. Data were collected by implementing an achievement test and Self-directed Learning Readiness Scale and analyzed through the Hierarchical Multiple Linear Regression procedure.

Findings: The findings of the study showed that in the first model, gender and desire for learning predicted the achievement of pre-service teachers. The second model revealed that being in a flipped learning class predicted the academic achievement of pre-service teachers than being in any other classes taught according to traditional teaching principles.

Implications for Research and Practice: It is suggested that pre-service teachers are provided with opportunities to apply what they have learned theoretically. Also, it may be suggested that instructors include various computer applications, software, games, and videos from YouTube to increase the pre-service teachers’ desire to learn. Lastly, for further studies, it may be suggested to include different variables in predicting the achievement of pre-service teachers.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336
  • Altuger-Genc, G., Genc, Y., & Tatoglu, A. (2017, November). Investigating the involvement of self-directed learning in flipped classrooms: A unique url based search method. Proceedings of the ASME 2017 International Mechanical Engineering Congress and Exposition, IMECE2017, Tampa, Florida, USA. Retrieved from https://asmedigitalcollection.asme.org/IMECE/proceedings-abstract/IMECE2017/58400/V005T06A017/264546
  • Baughman, J., Hassall, L., & Xu, X. (2019). Comparison of student team dynamics between nonflipped and flipped versions of a large-enrollment sophomore design engineering course. Journal of Engineering Education, 108, 103–118. https://doi.org/10.1002/jee.20251
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Berrett, D. (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How Flipping-the-Classroom/130857/
  • Buccheri, G., Gurber, N. A. & Bruhwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96.
  • Castedo, R., Lopez, L. M., Chiquito, M., Navarro, J., Cabrera, J. D., & Ortega, M. F. (2019). Flipped classroom-comparative case study in engineering higher education. Computer Applications in Engineering Education, 27, 206–216. doi: https://doi.org/10.1002/ cae.22069
  • Chen, S., Yang, S. J. H., & Hsiao, C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112. https://doi.org/10.1111/bjet.12278
  • Chou, P. (2012a). Effect of students’ self-directed learning abilities on online learning outcomes: two exploratory experiments in electronic engineering. International Journal of Humanities and Social Science, 2(6), 172-179.
  • Chou, P. (2012b). The relationship between engineering students’ self-directed learning abilities and online learning performances: A pilot study. Contemporary Issues in Education Research, 5(1), 33-38.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge.
  • Corbeil, J. R. (2003). Online technologies self-efficacy, self-directed learning readiness, and locus of control of learners in a graduate-level web-based distance education program (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3094002)
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. doi: 10.1007/s11423-013-9305-6
  • Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human computer interaction course. IEEE Transactions on Education, 49(4), 420-431. doi: 10.1109/TE.2006.879792
  • Deyo, Z. M., Huynh, D., Rochester, C., Sturpe, D. A., & Kiser, K. (2011). Readiness for self directed learning and academic performance in an abilities laboratory course. American Journal of Pharmaceutical Education, 75(2), 1-6.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. doi: 10.1007/s11528-013-0698 1
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd Ed.). London: Sage.
  • Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today 30, 44–48.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurse education. Nurse Education Today, 21(7), 516-525. https://doi.org/10.1054/nedt.2001.0589
  • Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education, 91(3), 267-274. doi: 10.1002/j.2168 9830.2002.tb00703.x
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th Ed.). New York: McGraw Hill.
  • Frenzel, A. C., Pekrun, R. & Goetz, T. (2007). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514.
  • Fulton, K. P. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ982840.pdf
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11-A), 6467.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th Ed.). London: Pearson New International Edition.
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There are 61 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Melike Ozudogru This is me 0000-0002-7478-3576

Publication Date May 20, 2020
Published in Issue Year 2020 Volume: 20 Issue: 87

Cite

APA Ozudogru, M. (2020). The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research, 20(87), 157-178.
AMA Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. May 2020;20(87):157-178.
Chicago Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research 20, no. 87 (May 2020): 157-78.
EndNote Ozudogru M (May 1, 2020) The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research 20 87 157–178.
IEEE M. Ozudogru, “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”, Eurasian Journal of Educational Research, vol. 20, no. 87, pp. 157–178, 2020.
ISNAD Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research 20/87 (May 2020), 157-178.
JAMA Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. 2020;20:157–178.
MLA Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research, vol. 20, no. 87, 2020, pp. 157-78.
Vancouver Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. 2020;20(87):157-78.