AN ACTION STUDY ON FLIPPED CLASSROOM APPLICATION IN STATISTICS TEACHING: STUDENT VIEWS ON THE EFFECTIVENESS OF FLIPPED CLASSROOM

Year 2020, , 1 - 14, 30.04.2020

Gülşah Başol , Esra Yıldız Tuğba Kocadağ Ünver

https://doi.org/10.46778/goputeb.615639

Abstract

Our goal was to apply an action study on flipped learning in an
undergraduate blended course. The student views were collected through a
semi-structured interview form. Participants were 143 sophomore teacher
candidates (96 female and 47 male) in a mid-size public university in Turkey,
registered in a statistics course on MOODLE. There were six main analyses (data
processing, t tests, ANOVA, regression, Chi Square and factor analysis) that
were assigned as a project in the course. There were ppt slides for each topic,
sample data and detailed explanations of the projects as well as sample
analyses in the form of screenshots from SPSS. The semi-structured interview
items were focused on students’ overall views, the views on videos, the cons of
video use, to what extent the expectations from the course were fulfilled, and
students’ satisfaction levels. The results indicated that students favored
flipped classroom environment over other activities that took place in the
course. According to their statements, videos were much used
and liked. The cons of flipped classroom application for students were not
having a computer/smart phone or proper internet connection to access to LMS.
According to students' statements, the course offered a lot more than they
expected, they used to consider statistics challenging and were very satisfied
with their resulting performance in the course. Finally, they regarded the
course useful, suggested sparing more time for application, having less topics
for the project, more visual representations of the topics and videos on the
analyses in SPSS.

Keywords

Flipped classroom, blended course, teaching statistics

Supporting Institution

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Project Number

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Thanks

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İSTATİSTİK ÖĞRETİMİ ÜZERİNE BİR EYLEM ARAŞTIRMASI: TERS-YÜZ ÖĞRENMENİN ETKİLİLİĞİNE İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ

Abstract

Amacımız, ters yüz öğrenme üzerine lisans
düzeyindeki istatistik dersinde bir eylem araştırması yapmaktır. Öğrenci
görüşleri yarı yapılandırılmış bir görüşme formu ile toplanmıştır.
Katılımcılar, Türkiye'deki orta büyüklükte bir kamu üniversitesinde
öğrenimlerine devam eden,  MOODLE
üzerinden istatistik dersine kayıtlı 143 3. sınıf öğretmen adayından (96 kadın
ve 47 erkek) oluşmaktadır. Ders kapsamında altı temel veri analizi uygulaması
(veri işleme, t testi, ANOVA, regresyon, Ki Kare ve faktör analizi) öğretmen
adaylarına proje ödevi olarak verilmiştir. Her bir analiz için açıklayıcı
slaytlar, örnek veriler ve projelerin ayrıntılı açıklamasının yanı sıra
SPSS'den ekran görüntüsü alınarak oluşturulmuş örnek analizler dersin
MOODLE'ında bulunmaktaydı. Yarı yapılandırılmış görüşme soruları öğrencilerin
ders hakkındaki genel görüşlerini, ders videoları hakkındaki olumlu ve olumsuz
düşüncelerini, dersten beklentilerinin ne derece karşılandığına dair
düşüncelerini ve öğrencilerin dersten memnuniyet düzeylerini belirlemeye
yönelik sorulardan oluşmaktadır.  Sonuç
olarak öğrencilerin ters yüz öğrenme aktivitelerini, dersin içeriğindeki diğer aktivitelere
göre daha çok sevdikleri görülmüştür. Görüşmelerde belirttikleri üzere
analizlerin videolarını beğenerek ve proje ödevlerini  yaparken kullanmışlardır. Ters yüz öğrenmenin
olumsuz yönü olarak da her zaman LMS'ye erişmek için bilgisayar / akıllı
telefon veya uygun internet bağlantısı bulamama problemlerinden
bahsetmişlerdir. Öğrencilere göre, ders beklediklerinden içerik olarak daha
zengindi. Dersin başında istatistiği zor bir ders olarak görmelerine rağmen
dersteki performanslarından memnun olduklarını belirmişlerdir. Dersin kendileri
için genel olarak yararlı olduğunu ancak uygulamalar için daha fazla zaman
verilmesini, proje ödevindeki konu sayısının azaltılmasını, dersin konuları
hakkında daha fazla görsel sunumların olmasını ve  SPSS'deki analizler için daha fazla video
olmasını önermişlerdir. 

Keywords

Ters-yüz öğrenme, harmanlanmış öğrenme, istatistik öğretimi

Project Number

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