Ters Yüz Edilmiş Yabancı Dil Sınıfında Öğrencilerin Öz-Düzenleyici Öğrenme Becerileri ve Akademik Başarıları Arasındaki İlişki

Year 2018, Volume: 19 Issue: 2, 21 - 35, 31.08.2018

Mücahit Öztürk Ünal Çakıroğlu

https://doi.org/10.17679/inuefd.298059

Cited By: 2

Abstract

Son yıllarda yükseköğretimde yaygınlaşmaya başlayan
Ters yüz sınıf modeli (TYS), öğrencilerin evde etkileşimli teknolojiler
aracılığıyla ders içeriğini öğrendikleri, yüz yüze öğrenme ortamında ise
öğrenci merkezli etkinlikler ile öğrenilen bilgilerin uygulanmasını
yapabilecekleri bir modeldir. Bu araştırmanın amacı TYS modeliyle tasarlanan
öğrenme ortamında öğrencilerin öz-düzenleyici öğrenme berilerinin düzeyini
belirleyerek akademik başarıları ile öz-düzenleyici öğrenme arasındaki ilişkiyi
incelemektir. Araştırma bir devlet üniversitesinin MYO Muhasebe bölümünde
öğrenim gören 24 öğrenciyle haftada 4 saat olarak işlenen Yabancı Dil dersinde
yürütülmüştür. Araştırmanın sonunda TYS modeliyle tasarlanan öğrenme ortamında
öğrencilerin amaç belirleme, ortam düzenleme, görev stratejileri ve
öz-değerlendirmesinin yüksek düzeyde; zaman yönetimi ve yardım arama düzeyinin orta
düzeyde geliştiği belirlenmiştir. Öğrencilerin akademik başarıları ile görev
stratejileri, öz-değerlendirme ve öz-düzenleyici öğrenme toplam puanları
arasında güçlü ilişki görülmüştür. Diğer taraftan öğrencilerin, akademik
başarıları ile amaç belirleme ve ortam düzenleme arasında orta düzeyde ilişki
ortaya çıkmıştır. Öğrencilerin akademik başarıları ile zaman yönetimi ve yardım
arama becerileri arasında zayıf ilişki belirlenmiştir. Çalışmanın yabancıl dil
derslerinde TYS modeli uygulamaları için tasarım ve uygulayıcılara öz-düzenleyici
öğrenmeyi belirleme ve geliştirme yönüyle örnek olabileceği düşünülmektedir.

Keywords

ters yüz sınıf modeli, akademik başarı, öz-düzenleyici öğrenme, akademik başarı

Relationships Between Students’ Self-regulated Learning Skills and Academic Achievements in a Flipped EFL Classroom

Abstract

In recent years, Flipped
classroom model (FCM), has become increasingly popular in higher education. With
the model students can study on the content of the course through interactive
technologies at home, and practice on the tasks with student-centered
activities in the F2F learning environment. The motivation for this relational
study was to address the relationship between self-regulated learning skills
and academic achievements that higher education students held in Flipped EFL
course.

The results
indicate that the self-regulated learning skills goal setting, environment structuring,
task strategies and self-evaluation of the students were developed in high
level; time management and help seeking skills are found to be moderate in the flipped
implementation.  There was a strong
correlation between the academic achievement and task strategies, self-evaluation
sub-skills of self-regulated learning skills. Additionally, there was a
moderate relationship between academic achievement and goal setting,
environment structuring skills and a modest relationship between the academic
achievement of the students and the time management and help seeking level were
noted. The results provide implications for course designers and instructors
who desire to provide a better flipped experience for higher education
students.

Keywords

flipped classroom, self-regulated learning, academic achievement

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