ÖZ DÜZENLEMEYE DAYALI KARMA ÖĞRENMENİN ÖĞRETMEN ADAYLARININ AKADEMİK BAŞARILARINA ETKİSİ

Öz

Bu çalışmanın amacı öz düzenlemeye dayalı karma öğrenmenin öğretmen adaylarının akademik başarılarına etkisini belirlemektir. Eğitim Fakültesi’nde “Bilgisayar I” dersini alan 46 öğrenci çalışma gurubunu oluşturmaktadır. Deney ve kontrol grubuna 23’er öğrenci rastgele seçilerek atanmıştır. Hem deney, hem de kontrol gurubu öğrencileri yüz yüze ve çevrimiçi öğrenme ortamlarının bir arada olduğu karma öğrenme ile 4 haftalık bir süreç geçirmişlerdir. Deney gurubu öz düzenlemeye dayalı, kontrol gurubu ise geleneksel öğrenme ortamında ders işlemişlerdir. Araştırmada elde edilen veriler karışık ölçümler için iki faktörlü ANOVA kullanılarak incelenmiştir. Her iki gurupta yer alan öğrencilerin öntest, sontest ve kalıcılık testi ortalama puanları arasında öz düzenlemeye dayalı karma öğrenme ortamında öğrenenler lehine anlamlı bir fark bulunmuştur. Bu sonuç, öz düzenlemeye dayalı karma öğrenmenin, öğrencilerin akademik başarısını artırmada önemli bir etkisi olduğunu göstermektedir.

Anahtar Kelimeler

• Akademik başarı,öz-düzenlemeya dayalı öğrenme,karma öğrenme

Effects of Self-Regulated Based Blended Learning on Academic Achievements of Pre-Service Teachers

Abstract

In this study, it is aimed to determine the effects of learning in blended learning based on self-regulated, on students’ academic achievement. 46 students enrolled in the “Computer I” course in Education Faculty participated in the study. 23 students were randomly assigned to each experimental and control groups. Both experimental and control group students studied blended learning in four weeks. The experimental group students worked in the blended learning environment based on the self-regulated, the other group students worked in traditional blended learning The data gathered in this research were examined by using two factors ANOVA for mixed measures. A statistically significant difference was found among the students’ post-test and retention scores of the control and experimental groups. Accordingly, the post-test and retention scores of the experimental group were significantly higher than those of the control group

Keywords

• Academic achievement,self-regulated learning,blended learning

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