The Effects of Adaptive Educational Web Environment on Students’ Academic Achievement and Motivation

Year 2019, , 1311 - 1326, 15.05.2019

Özlem Canan Güngören

https://doi.org/10.24106/kefdergi.3079

Cited By: 1

Abstract

The aim of this research
is to determine whether the effects of adaptive web-based learning(WBL)
environment, non-adaptive WBL environment and adaptive WBL environment
supported by face-to-face learning activities on the students’ achievement and
motivation are different. A 3x2 factorial design was used in this study. The
first factor of the research design is learning environment including
experimental procedures (adaptive WBL environment, non-adaptive WBL environment
and adaptive WBL environment supported by face-to-face learning activities) The
second factor is repeated measures, which revealed the change of achievement
including pre and post measurements. The dependent variables of the study are
academic achievement and motivation. The research was conducted in 2013-2014
spring semester with 72 second-year students, who took the course of Basic
Information Technology at Sakarya University, Education Faculty, Department of
Primary Education, Primary Math Education and Science Education. In such a way
that each group of 24 students, learning environments were formed as peer
groups based on pretest. According to the findings, academic achievement in the
adaptive WBL environment supplemented with face-to-face learning was significantly
determined to be higher. As a result of the examination of the students’
products in different learning environments, it was shown that environment type
did not influence students’ rubrics grade points. Moreover, there was no
significant difference among students’ motivation according to their learning
environment used.

Keywords

adaptive learning, web-based learning (WBL), achievement, motivation

Uyarlanabilir Eğitsel Web Ortamlarının Öğrencilerin Akademik Başarılarına ve Motivasyonlarına Etkisi

Abstract

Bu çalışmanın amacı uyarlanabilir olan, uyarlanabilir
olmayan ve yüz yüze öğrenme etkinlikleri ile desteklenmiş uyarlanabilir web
temelli öğrenme ortamlarının, öğrencilerin başarıları ve motivasyonları
üzerindeki etkilerinin farklı olup olmadığını belirlemektir. Araştırmada iki
faktörlü 3x2’lik faktöriyel desen kullanılmıştır. Araştırma deseninin birinci
faktörü deneysel işlemleri içeren öğrenme ortamı (uyarlamaların bulunduğu web
temelli öğrenme ortamı, uyarlamaların bulunmadığı web temelli öğrenme ortamı ve
yüzyüze öğrenme etkinlikleri ile desteklenmiş uyarlamaların olduğu web temelli
ortamı), ikinci faktörü ise öntest ve sontest ölçümlerini içeren ve başarının
değişimini ortaya koyan tekrarlı ölçümlerdir. Araştırmanın bağımlı değişkenleri
başarı ve motivasyondur. Araştırma 2013-2014 öğretim yılı bahar döneminde
Sakarya Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği, İlköğretim Matematik
Öğretmenliği ve Fen Bilgisi Öğretmenliği bölümlerinin 2. sınıfında öğrenim
görmekte olan ve Temel Bilgi Teknolojisi Kullanımı dersini alan 72 öğrenci ile
yürütülmüştür. Elde edilen bulgulara göre yüzyüze öğrenme etkinlikleri ile desteklenmiş
uyarlamaların olduğu web temelli ortamdaki başarı anlamlı olarak daha
yüksektir.
Farklı öğrenme ortamlarındaki öğrencilerin ürünlerinin incelenmesi
sonucunda kullanılan ortam türlerinin öğrencilerin rubrik başarı puanlarını
etkilemediği ortaya konmuştur. Ayrıca kullanılan öğrenme ortamlarına göre
öğrencilerin motivasyonları arasında farklılık olmadığı tespit edilmiştir.

Keywords

uyarlanabilir öğrenme, web temelli öğrenme, başarı, motivasyon

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