WebQuest Destekli İstatistik Öğretiminin Öğretmen Adaylarının İstatistiksel Okuryazarlıklarına Etkisinin İncelenmesi

Year 2025, Volume: 26 Issue: 2, 714 - 758, 02.09.2025

Tuğçe Şap , Mevhibe Kobak Demir

https://doi.org/10.17679/inuefd.1583591

Abstract

Bu çalışmanın amacı WebQuest destekli istatistik öğrenme sürecinin matematik öğretmen adaylarının istatistiksel okuryazarlıklarına etkisinin incelenmesidir. Karma yöntemin benimsendiği çalışmanın nicel boyutunda tek grup ön test-son test model, nitel boyutunda durum çalışması deseninden yararlanılmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanarak belirlenen 21 matematik öğretmen adayının katıldığı çalışmanın nicel verileri, İstatistiksel Okuryazarlık Ölçeği, İstatistiğe Yönelik Tutum Ölçeği ve İstatistik Öz Yeterlik İnanç Ölçeği ile nitel verileri ise görüşme formu ile toplanmıştır. Nicel veriler; ilişkili örneklemler için t testi ve Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiş, sonuçların anlamlılığının test edilmesi amacıyla etki büyüklükleri hesaplanmıştır. Öğretmen adaylarıyla görüşmelerden elde edilen verilerin analizinde içerik analizi kullanılmıştır. Çalışmada, WebQuest etkinliklerinin öğretmen adaylarının istatistiksel okuryazarlıkları, istatistiğe yönelik tutumları ve istatistik özyeterlik inançlarına pozitif katkı sağladığı sonucuna ulaşılmıştır. Ayrıca öğretmen adaylarının WebQuest destekli istatistik öğrenme sürecini eğlenceli ve teknolojiyi öğrenme öğretme sürecine etkili bir şekilde entegre etme açısından yararlı buldukları; bilişsel, duyuşsal ve istatistiksel sürecin yürütülmesi açısından gelişimine olanak sağladığı ancak teknoloji, işbirlikli çalışma, verilen görevleri anlama, istatistik bilgi düzeyi, araştırma sürecinin yürütülmesi açısından yaşadıkları zorlukların da olduğu ulaşılan sonuçlar arasındadır.

Keywords

WebQuest , istatistiksel okuryazarlık , tutum , öz yeterlik , öğretmen adayları

Investigation Of WebQuest-Supported Statistics Teaching's Effect On Preservice Math Teachers' Statistical Literacy

Abstract

The aim of this study is to investigate the impact of a WebQuest-based approach to statistics education on the statistical literacy of pre-service mathematics teachers. In this mixed research, a single-group pretest-posttest model was utilized in the quantitative dimension and a case study design was employed in the qualitative dimension. Participation consisted of 21 pre-service mathematics teachers, selected through criterion sampling of purposive sampling methods Quantitative data were collected through the use of the Statistical Literacy Scale, Attitude Towards Statistics Scale, and Statistics Self-Efficacy Belief Scale. Qualitative data was acquired via an interview format. Paired sample T-test and the Wilcoxon signed-rank test and was conducted to examine the quantative data. Furthermore, effect sizes were calculated in order to evaluate the significance of the results. A content analysis was conducted on interview data. In the study, it was concluded that WebQuest activities contributed positively to the statistical literacy, attitudes towards statistics and statistical self-efficacy beliefs of the pre-service teachers. In addition, it was found that the pre-service teachers found the WebQuest-supported statistics learning process fun and useful in terms of effectively integrating technology into the learning-teaching process; it enabled their development in terms of cognitive, affective and statistical process implementation, but there were also difficulties they experienced in terms of technology, collaborative work, understanding the given tasks, level of statistical knowledge and execution of the research process.

Keywords

WebQuest , statistical literacy , attitude , self-efficacy , pre-service teachers

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