Research Article
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Year 2019, Volume: 1 Issue: 3, 103 - 115, 31.12.2019

Nevin Gündüz , Umut Üner

Abstract

References

  • Ayvazo, S., & Ward, P. (2009). Effects of classwide peer tutoring on the performance of sixth grade students during volleyball unit. The Physical Educator, 66(1), 12-22.
  • Babadoğan, C. (2000). Social Bilgiler Alanında Eğitim Alan Üniversite Öğrencilerinin HIV/AİDS Önlenmesi Akran Eğitim, Ankara, Karadağ.
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. USA: Sage Publications.
  • Dağ, H., Dönmez S., & Şirin A. (2012). Akran eğitiminin üniversite öğrencilerinin cinsel sağlık konusundaki bilgi düzeylerine etkisi, Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 5(1).
  • Doğanay, A. (2007). Öğretim İlke ve Yöntemleri, Ankara: Pegem Yayıncılık.
  • Field, M., Burke, J., Lioyd, D., & Mc Allister, D. (2004). Peer-assisted learning in clinical skills Learning for Medical Students, Lancet, 7(363), 490-491.
  • Gill, D., Parker, C., Spooner, M., Ambrose,K., & Richardson, J. (2006). Tomorrow's doctors and nurses: Peer assisted learning. The Clinical Teacher, 3(1), 13–18.
  • Glynn, G. L., Macfarlane, A., & Kelly, M. (2006). Helping each other to learn – A process evaluation of peer assisted learning-health sciences. Medical Education, 6(18), 1-21.
  • Goldsmith, M., Stewart L., & Ferguson L. (2006). Peer learning partnership: An innovative strategy to enhance skill acquisition in nursing students, Nurse Educ Today, 26(2), 123-130.
  • Gök, T. (2013). A comparison of students‟ performance skill and confidence with peer instruction and formal education. Journal of Baltıc Science Education, 12(6), 747-758.
  • Gözütok, D. (2007). Öğretim İlke ve Yöntemleri, Ankara: Ekinoks Yayınevi.
  • Henning, J. M., Weidner, T. G., & Jones, J. (2006). PeerAssisted Learning in the athletic trainning clinical setting. Journal of Athletic Training, 41(1), 102-108.
  • Iserbyt, B., Madov, P., Vergauwer, L., & Behetso, (2011). Effects of peer mediated instruction with task cards on motor skill acquisitionin tennis. Journal of Teaching in Physical Education, 30,31-50.
  • Korner, M., & Hopf, M. (2015). Cross-Age peer tutoring in physics: Tutors, tutees, and achievement in electricity. International Journal of Science and Mathematics Education, 13(5), 1039-1063.
  • Karadağ, Ö. (2003). Üreme sağlığı ve HIV/ AIDS Konusunda Akran Eğitimi Kaynak El Kitabı, Unfpa, 25.
  • Kate, A. J., Geraldine, N., & Amanda, C. B.. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253 –277.
  • King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory in to Practice, 41(1), 33-39.
  • Koca, C. (2017). Spor bilimlerinde nitel araştırma yaklaşımı. Spor Bilimleri Dergisi, 28, 30- 48.
  • Lee, M., & Ward, P. (2002). Peer Tutoring: Student-centered learning in physical education for the 21st century. Teaching Elementary Physical Education, 13(A), 16-17
  • Mckenna, L., & French, J. (2011). A Step Head: Teaching Undergraduate Students to be Peer Teachers. Nurse Education in Practice, 11(2), 141-145.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin.
  • Milli Eğitim Bakanliği (MEB), (2007), Orta Öğretim Beden Eğitimi Öğretim Programı Ve Klavuzu (1-8 Sınıf),Ankara: Devlet Kitap Müdürlüğü.
  • Mirzeoğlu, A. D., Munusturlar, S., & Çelen, A., (2014). Akran öğretimi modelinin akademik voleybol öğrenme zamanına ve becerilerinin öğrenimine etkisi. Sport Sciences (NWSA SPS), 2B0101, 3 25(4), 184-202.
  • Mirzeoğlu, A. D., & Özcan, G., (2015). Akran Öğretimiyle İşlenen Okul Deneyimi Dersi Hakkında Öğrenci Görüşleri ve Kazanımları. H.Ü. Spor Bilimleri Dergisi, 10(4), 16-33.
  • Mirzeoğlu, A. D. (2017). Akran Öğretim Modeli. A. Mirzeoğlu, Model Temelli Beden Eğitimi Öğretimi,(1), Ankara: Spor Yayınevi Ve Kitabevi.
  • NASPE, (1995). Moving into the Future: National Standarts for Physical Education. St.Louis: Mosby.
  • Özakba, E. (2005). A method for supporting smoking cessation in adolescents: Peer education. Turk Toraks Derg / DOI: 10.5152 ,ttd.2013.27
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. (M, Bütün ve S.B. Demir Çev.). Ankara: Pegem Akademi.
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors‟ explanations and questions. Review of Educational Research, 77(4), 534-574.
  • Siedentop, D., & Tannehil, D. (2000). Developing Teaching Skills in Physical Education. (4th Edt.) Polo Alto: CAMyfield.
  • Secomb, J. A. (2007). A Systematic Review of Peer Teaching and Learning in Clinical Education. Journal of Clinical Nursing, 17(6), 703-716.
  • Tezcan, M. (1985). Eğitim Sosyolojisi, Ankara: A.Ü. Eğitim Fakültesi Yayınları, no:150, Sayfa:190-199.
  • Topping, K. J. (1996). The effectiveness of Peer Tutoring in Further and Higher Education: A tipology and review of the literature. Higher Education, 32(3), 321-345.
  • Topping, K. J. (1988). The Peer Tutoring, Handbook, Londan: Crom Helm.
  • Ünver, V., Akbayrak, N., & Tosun, N. (2011). Efficiancy of the peer tutoring model in skills training. Health Med.,5(5),1091-1099.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative Study Methods in Social Sciences. (9.Extended Edition), Ankara: Seçkin Publisher.

Application and Evaluation of Peer Education Model in Chess Learning

Year 2019, Volume: 1 Issue: 3, 103 - 115, 31.12.2019

Nevin Gündüz , Umut Üner

Abstract

The teaching strategies that use peers are generically labeled peer-assisted learning (PAL). In the former, the instructional task for most students stays the same, whereas in the latter the task differs, often requiring each student to contribute a piece of the total task or to take on different roles. In physical education, PAL has been proposed as a best practice in pedagogy texts. The aim of the present study is to apply and evaluate the peer education model in chess learning. This study is a mixed model, including both qualitative and quantitative research models. Participants are composed of a total number of 25 students, including 20 peer trainees and 5 peer trainers in the chess application. This study, pre-test and post-test were applied in order to evaluate the chess knowledge levels of the students; students filled the peer evaluation form and parents filled the “Parent Participation Satisfaction” form after the application. In this study, descriptive statistics was used for the analysis of quantitative data and the results were tabulated as frequency and percentage values. In the study, a paired t-test was used in order to compare the chess knowledge levels of the students for 10 weeks in pre-test and post-test conditions. Content analysis method was used for the qualitative data analysis. And the data was categorized into 4 themes. As a result of this study, the improvement of the chess knowledge levels of the peer trainees was statistically significant increase at the end of 10 weeks. In addition, along with an increase in taking responsibility, sharing, helping each other and communication, students also had social and emotional achievements. Peer trainer group stated that they had difficulty in the beginning, they created solutions while teaching, communicated in a positive manner and improved themselves while teaching. When all the results obtained from the research were analyzed it could be concluded that teachers should aim by using peer education models for the motivation and participation of the students to different activities that contribute not only to psychomotor achievements but also cognitive and social achievements. It could be appropriate teaching model for this age school groups.

Keywords

Primary school students chess peer education model

References

  • Ayvazo, S., & Ward, P. (2009). Effects of classwide peer tutoring on the performance of sixth grade students during volleyball unit. The Physical Educator, 66(1), 12-22.
  • Babadoğan, C. (2000). Social Bilgiler Alanında Eğitim Alan Üniversite Öğrencilerinin HIV/AİDS Önlenmesi Akran Eğitim, Ankara, Karadağ.
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. USA: Sage Publications.
  • Dağ, H., Dönmez S., & Şirin A. (2012). Akran eğitiminin üniversite öğrencilerinin cinsel sağlık konusundaki bilgi düzeylerine etkisi, Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 5(1).
  • Doğanay, A. (2007). Öğretim İlke ve Yöntemleri, Ankara: Pegem Yayıncılık.
  • Field, M., Burke, J., Lioyd, D., & Mc Allister, D. (2004). Peer-assisted learning in clinical skills Learning for Medical Students, Lancet, 7(363), 490-491.
  • Gill, D., Parker, C., Spooner, M., Ambrose,K., & Richardson, J. (2006). Tomorrow's doctors and nurses: Peer assisted learning. The Clinical Teacher, 3(1), 13–18.
  • Glynn, G. L., Macfarlane, A., & Kelly, M. (2006). Helping each other to learn – A process evaluation of peer assisted learning-health sciences. Medical Education, 6(18), 1-21.
  • Goldsmith, M., Stewart L., & Ferguson L. (2006). Peer learning partnership: An innovative strategy to enhance skill acquisition in nursing students, Nurse Educ Today, 26(2), 123-130.
  • Gök, T. (2013). A comparison of students‟ performance skill and confidence with peer instruction and formal education. Journal of Baltıc Science Education, 12(6), 747-758.
  • Gözütok, D. (2007). Öğretim İlke ve Yöntemleri, Ankara: Ekinoks Yayınevi.
  • Henning, J. M., Weidner, T. G., & Jones, J. (2006). PeerAssisted Learning in the athletic trainning clinical setting. Journal of Athletic Training, 41(1), 102-108.
  • Iserbyt, B., Madov, P., Vergauwer, L., & Behetso, (2011). Effects of peer mediated instruction with task cards on motor skill acquisitionin tennis. Journal of Teaching in Physical Education, 30,31-50.
  • Korner, M., & Hopf, M. (2015). Cross-Age peer tutoring in physics: Tutors, tutees, and achievement in electricity. International Journal of Science and Mathematics Education, 13(5), 1039-1063.
  • Karadağ, Ö. (2003). Üreme sağlığı ve HIV/ AIDS Konusunda Akran Eğitimi Kaynak El Kitabı, Unfpa, 25.
  • Kate, A. J., Geraldine, N., & Amanda, C. B.. (2014). Peer-assisted learning in school physical education, sport and physical activity programmes: a systematic review. Physical Education and Sport Pedagogy, 19(3), 253 –277.
  • King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory in to Practice, 41(1), 33-39.
  • Koca, C. (2017). Spor bilimlerinde nitel araştırma yaklaşımı. Spor Bilimleri Dergisi, 28, 30- 48.
  • Lee, M., & Ward, P. (2002). Peer Tutoring: Student-centered learning in physical education for the 21st century. Teaching Elementary Physical Education, 13(A), 16-17
  • Mckenna, L., & French, J. (2011). A Step Head: Teaching Undergraduate Students to be Peer Teachers. Nurse Education in Practice, 11(2), 141-145.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin.
  • Milli Eğitim Bakanliği (MEB), (2007), Orta Öğretim Beden Eğitimi Öğretim Programı Ve Klavuzu (1-8 Sınıf),Ankara: Devlet Kitap Müdürlüğü.
  • Mirzeoğlu, A. D., Munusturlar, S., & Çelen, A., (2014). Akran öğretimi modelinin akademik voleybol öğrenme zamanına ve becerilerinin öğrenimine etkisi. Sport Sciences (NWSA SPS), 2B0101, 3 25(4), 184-202.
  • Mirzeoğlu, A. D., & Özcan, G., (2015). Akran Öğretimiyle İşlenen Okul Deneyimi Dersi Hakkında Öğrenci Görüşleri ve Kazanımları. H.Ü. Spor Bilimleri Dergisi, 10(4), 16-33.
  • Mirzeoğlu, A. D. (2017). Akran Öğretim Modeli. A. Mirzeoğlu, Model Temelli Beden Eğitimi Öğretimi,(1), Ankara: Spor Yayınevi Ve Kitabevi.
  • NASPE, (1995). Moving into the Future: National Standarts for Physical Education. St.Louis: Mosby.
  • Özakba, E. (2005). A method for supporting smoking cessation in adolescents: Peer education. Turk Toraks Derg / DOI: 10.5152 ,ttd.2013.27
  • Patton, M. Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. (M, Bütün ve S.B. Demir Çev.). Ankara: Pegem Akademi.
  • Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, CA: Sage.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors‟ explanations and questions. Review of Educational Research, 77(4), 534-574.
  • Siedentop, D., & Tannehil, D. (2000). Developing Teaching Skills in Physical Education. (4th Edt.) Polo Alto: CAMyfield.
  • Secomb, J. A. (2007). A Systematic Review of Peer Teaching and Learning in Clinical Education. Journal of Clinical Nursing, 17(6), 703-716.
  • Tezcan, M. (1985). Eğitim Sosyolojisi, Ankara: A.Ü. Eğitim Fakültesi Yayınları, no:150, Sayfa:190-199.
  • Topping, K. J. (1996). The effectiveness of Peer Tutoring in Further and Higher Education: A tipology and review of the literature. Higher Education, 32(3), 321-345.
  • Topping, K. J. (1988). The Peer Tutoring, Handbook, Londan: Crom Helm.
  • Ünver, V., Akbayrak, N., & Tosun, N. (2011). Efficiancy of the peer tutoring model in skills training. Health Med.,5(5),1091-1099.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative Study Methods in Social Sciences. (9.Extended Edition), Ankara: Seçkin Publisher.
There are 38 citations in total.

Details

Primary Language English
Subjects Sports Medicine
Journal Section Articles
Authors

Nevin Gündüz

Umut Üner This is me 0000-0001-7340-977X

Publication Date December 31, 2019
Acceptance Date December 31, 2019
Published in Issue Year 2019 Volume: 1 Issue: 3

Cite

APA Gündüz, N., & Üner, U. (2019). Application and Evaluation of Peer Education Model in Chess Learning. The Journal of Eurasia Sport Sciences and Medicine, 1(3), 103-115.
AMA Gündüz N, Üner U. Application and Evaluation of Peer Education Model in Chess Learning. JESSM. December 2019;1(3):103-115.
Chicago Gündüz, Nevin, and Umut Üner. “Application and Evaluation of Peer Education Model in Chess Learning”. The Journal of Eurasia Sport Sciences and Medicine 1, no. 3 (December 2019): 103-15.
EndNote Gündüz N, Üner U (December 1, 2019) Application and Evaluation of Peer Education Model in Chess Learning. The Journal of Eurasia Sport Sciences and Medicine 1 3 103–115.
IEEE N. Gündüz and U. Üner, “Application and Evaluation of Peer Education Model in Chess Learning”, JESSM, vol. 1, no. 3, pp. 103–115, 2019.
ISNAD Gündüz, Nevin - Üner, Umut. “Application and Evaluation of Peer Education Model in Chess Learning”. The Journal of Eurasia Sport Sciences and Medicine 1/3 (December 2019), 103-115.
JAMA Gündüz N, Üner U. Application and Evaluation of Peer Education Model in Chess Learning. JESSM. 2019;1:103–115.
MLA Gündüz, Nevin and Umut Üner. “Application and Evaluation of Peer Education Model in Chess Learning”. The Journal of Eurasia Sport Sciences and Medicine, vol. 1, no. 3, 2019, pp. 103-15.
Vancouver Gündüz N, Üner U. Application and Evaluation of Peer Education Model in Chess Learning. JESSM. 2019;1(3):103-15.